In the modern-day societal ecosystem, according to Bourdieu, three dominant types of resources function as capital – economic, cultural and social. To further simplify and make things self-explanatory…
ECONOMIC CAPITAL refers to the amount of money and material resources one possesses; CULTURAL CAPITAL is indicative of the cultural resources one has – it could be interpreted in terms of educational qualifications, which also includes informal cultural dispositions;
SOCIAL CAPITAL is best understood as the network of people one has access to, and is able to mobilise so to achieve instrumental ends
For Bourdieu, these forms of capitals were central to structuring of any society, and thereafter identifying them into different social classes and class fractions. In Bourdieuan scheme of things, ‘Capital’ signified the Social, Cultural and Economic resources that one should be able to use to manage the affairs of life. Social Capital referred to the Networks, Connectivity and Connectedness that an individual has in the Society. Similarly, Cultural Capital referred to cultural dispositions and academic qualifications
SCIENCE CAPITAL IN TODAY’S CONTEXT
The modern form of ‘Science Capital’ as developed by Professor Louise Archer is a way to understand why these Science Related Resources, Attitudes and Aspirations led some children to pursue Science, while others did not. It has been constructed entirely on the 5-year research study involving children aged 10–14 and their families. Prof. Archer found those children from families having greater exposure to Science related-resources and those having parents engaged in scientific pursuits/ hobbies or careers were more likely to pursue ‘Science’ at their school, and later as a career. Ashtamanam – The Eight Dimensions of Science The ‘Science Capital’ acquired by a learner can be broadly categorized into Eight Dimensions:
- Scientific Literacy: It is the knowledge and understanding package that a student has about Science. It includes his renewed confidence over the acquired knowledge, which is based on his ‘competence’ and his just feeling that they know ‘Science’.
- Attitudes and Perception: This dimension involves science-related Attitudes, Values and Dispositions. Here the perception possessed by the student is that ‘Science is relevant to everyday life’ and he is aware of its importance.
- Applicability of Science: The individual is in complete know about the ‘transferability of Science’. There is an implicit belief in the value of the various scientific methods.
- Hunger for Science: It describes the engagement of the student with ‘Science Stuff’ in all forms of the media – television, books, journals, Internet, etc. and there is a strong desire for more science based information and knowledge.
- World is my classroom: Looking far beyond the four walls of the formal classroom, the frequency and intensity with which the individual will try to seek informal learning of Science.
- A Science Family: In all likelihood, the urge for exploring science and beyond would be seen as spreading within the family of the learners. If there are Science and Technology related Skills, Jobs, Qualifications or Interests in one of the members of the family, the reflection of the same will be visible in all.
- Reverence and Respect: Familiarity would breed respect for people possessing higher knowledge of the science, especially, the people whom the learner knows in their circle. This would include family, friends, peers and society community who are contributing to the build-up of the ‘Science Capital’.
- Scientific Lingua: The final dimension will be visible in the form of ‘Science Conversation’ with important people in the daily encounters, which would in turn amount to Science talk in everyday life.
Science Capital – Bag & Candle Metaphor
Illustratively, the ‘Science Capital’ could be visualised as a bag that every learner carries throughout his life. The Eight Dimensions mentioned above are but the four critical differentiating factors, namely: What you know about Science? How you think about it? What you do? Who you know? The first three could be loosely categorized ‘Cultural Capital’, whereas the fourth could be looked at as ‘Social Capital’.
Now the ‘Burning Candle’ is a good metaphor to illustrate the learner’s engagement with Science, and the role of the social milieu. The ‘flame’ represents the learner’s Science Engagement. How elegantly it burns depends on context and time, whereas the ‘candle’ corresponds to the learner’s attitudes, dispositions and capital. The igniting spark to set the flame on could be the ‘Science Teacher’ or a ‘Science Encounter’. Just as the amount of Oxygen and the state of the air decide the brightness and the stability of the flame; Expectations, Opportunities and Recognition of the learner determine the quality of the learner’s Science Career.
Teaching and Learning Science It is now a universally acknowledged maxim that the higher the Science Capital, the greater the engagement with Science. Teachers can make a significant difference to learner engagement with Science by recognizing and appreciating leaner’s Science Capital. Enlightened and eclectic Science Teachers can use this methodology to broaden what matters. The three firm foundations for enhancing Science Capital of learners are: ‘Personalizing and Localizing’, ‘Eliciting, Valuing and Connecting’ and ‘Augmenting the Science Capital Dimensions’.
Science Capital is a paradigmatic shift in Science Education to make learners future ready. Many learners in India fail to see Science as relevant to their life. They view it as something not for them, thus making their engagement with Science difficult. Social justice demands improved Science engagement with increased Science Capital for the maximum benefit of maximum learners…Let us be Science Capitalists!
Dr. A. P. Jayaraman,
Chairman.
National Centre for Science Communicators
