There is a brief note in Science regarding Boy Scout Merit Badges. It states:
Results showed that although these requirements involved factual recall, personal understanding, and application of the material, evaluation and creativity, considered to be higher-level thinking skills, did not receive much emphasis. Although familiarity with scientific terms is not an unacceptable goal, providing only this in informal science experiences is a missed opportunity, and Scouting and other informal education programs will benefit from the addition of more requirements that use evaluation and creation.
Now this statement and the source paper, in my opinion, lacks any understanding of the Merit Badge process. You see I have counseled scouts on Plant Science merit badge. Now we do not get into plant genetics at the DNA level but we do perform some rather extensive field work. Here is where these shall I call them rather uniformed if not opinionated writers dramatically miss the point. In fact the authors do not appear to be scientists, they are what one calls educators, with apparently no professional scientific credentials. But alas they seem fit to opine.
First, the scouts are asked to perform the tasks by themselves with limited guidance. It is not memorization, not a class led discussion with returning the desired answer, not a multiple answer test, but real field work over an extended period of time. They learn about hybridizing, about plant color, about plant growth, about the cellular structure, and a variety of things regarding the hands-on nature of plant science. Hands on doing is an essential element of learning, so also is the personal pursuit.
Second, it is an individual accomplishment. They are personally motivated and personally required to reach a level of understanding based solely on what they can do. Frankly that is what research often is, a personal journey into knowledge. This is not the "team" solution we find pervasive in the country today. Einstein did not do his work with a group. His papers had one name as author, not dozens. If he were forced into the team world educators now praise it is doubtful that he would have accomplished anything. Learning to learn is the key, and individualism and individual achievement is also key.
Third, the badges are directed to a broad base of young men. Not just those in high achiever academies of the rich, but young men for whom this may very well be the first experience into science and what it means. It is an individual journey into discovery, discovery of what their life may lead them to. It is a journey of exploration and learning open to all. There is no barrier to entry.
This is not the organized educational system. This is for young men ages 11 through 14, grammar school young men, who would not find anything like this in their own schools. The Grammar school teachers of science today are often the detritus of the teaching profession, using picture books and generalizations lacking in any true science. Whereas the scouts have often professionals, mentors and role models of individuals competent in the specific area. Public school science instructors are generally poorly educated if at all. They "teach" to the text, in a read and respond manner. In my experience they are perniciously ignorant. That is the comparison these authors seek?
Thus, I find this article not only lacking in any true understanding of what the process is but highly counterproductive and elitist. Elitist, however, based upon, in my opinion, the overt ignorance and prejudice of the authors. Now let me tell you how I really feel ......
By the way, the ones above are my merit badges from some 55 years ago! Stick that in your pipe and smoke it!
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