430 SCHOOL SCIENCE AND MATHEMATICS

652. /. C. Packard, Brookline, Mass. c{ Here’s my entrance fee for 1934^Two boys are pulling in opposite directions, with a force of 200 Ib. each

upon a rope stretched between them. What is the tension on the rope?If one of the boys increases his pull to 300 Ib., while the other boy keepshis at 200 Ib., what, then, will be the tension on the rope? Explain.

ANOTHER MONKEY PROBLEM

B. Felix John has sent the Editor another "monkey problem." If youwant it published, write at once and say so to the Editor of Science Ques-tions, 10109 Wilbur Avenue, Cleveland, Ohio.

IS THERE JUST ONE SCIENTIFIC ATTITUDE

By GEORGE J. SKEWES^University High School\ Madison, Wisconsin

The article in the March 1934 number of SCHOOL SCIENCE AND MATHE-MATICS (Vol. XXXIV, p. 302) by Mr. Dow-ning on "The Scientific Atti-tude and Skill in Thinking" demands comment for it tends to confuse thewhole question of scientific attitudes, and also tends to confuse the ques-tion of scientific thinking with the scientific method of solving problems.Mr. Downing takes exception to an exposition previously made (SCHOOLSCIENCE AND MATHEMATICS 33: 964-68, Dec. 1933) on the scientific atti-tude, and he sets forth his own definition of scientific attitude. In order toclarify the thesis of the article to which Mr. Downing objects, the follow-ing facts are presented:

1. Various writers have attempted to define "scientific attitude."2. These definitions differ in important aspects. As proof of this the

reader is asked to compare Mr. Downing^ definition of scientific at-titude with any other definition.

3. No one definition is generally accepted by everyone.4. Confusion and misunderstanding result from the use of the term

"scientific attitude."In order to explain these facts the hypothesis was advanced that "a sci-entific attitude differs with the situation; that there are really a numberof component elements, using the generic name, and that some of thesemay be called forth at one time and some at another."

In order to test out this hypothesis the Wisconsin State Science Com-mittee attempted to find out what the workers in the field of science teach-ing understood by and implied in their use of the term "scientific attitude."Unfortunately a chemical analysis cannot be made of a human brain inorder to learn the general connotation of a term. If one wishes to knowwhat people mean by a term he asks them what they mean and if possiblephrases his questions in an objective manner. This explains why a ques-tionnaire was used by the committee.The returns from the questionnaire study supported the hypothesis ad-

vanced. People generally think of more than one element when the term"scientific attitude" is used. Therefore it is proposed that we clarify ourwriting and our thinking by substituting for the general question "Hashe a scientific attitude?" such specific questions as the following:

1. Is he willing to change his opinions on the basis of new evidence?2. Does he search for the whole truth regardless of personal, religious or

social prejudice?

PROBLEM DEPARTMENT 431

3. Does he have a concept of cause and effect relationships?4. Is he in the habit of basing judgments on fact?5. Does he distinguish between fact and theory?

When specific questions such as these are asked it is less likely that thequestion will be misunderstood. One cannot answer all these questionsconcerning a man by any "sole criterion" such as that suggested by Mr.Downing. Fortunately the answers to many of these questions can be de-termined by objective means.The members of the Central Association of Science and Mathematics

Teachers as well as the teachers represented by the Wisconsin State Sci-ence Committee are interested primarily in the benefits which scienceteaching can confer on boys and girls. It is not expected that high schoolscience students will be "pure scientists" but there are certain attitudeswhich they should secure. If science teachers can agree on a number of thespecific scientific attitudes w^ich should be developed and can devisemeasures of the presence of these attitudes in boys and girls, then theefficiency of science courses in developing desirable attitudes can be deter-mined.Thus far nothing has been said about the method to be used in solving

scientific problems. The best method to use is a question of fact whichcannot be settled by asking for opinions. Mr. Downing’s suggestion thata man should solve his scientific problems by reflective thinking does notaccord with the usually accepted scientific method unless I misunderstandMr. Downing’s implication. It is true that the methods used by successfulscientists of the past should be studied as examples of successful methods,but care must be taken not to generalize from a single case such as Roe-mer’s discovery of the speed of light or Ehrlich’s j?606, Salvarsan, cure forsyphilis. Perhaps the method used by Newton in determining the law ofgravitation would not be applicable in helping a man decide which watersoftener to buy.The question of how to teach the scientific method in high school science

must be faced by science teachers. In facing this problem teachers mustshow the same specific scientific attitudes w^ich they hope to develop inpupils in their classes. Can we be consistent?

PROBLEM DEPARTMENTCONDUCTED BY G. H. JAMISON

State Teachers College, Kirksmile, Mo.

This department aims to provide problems of varying degrees of difficultywhich will interest anyone engaged in the study of mathematics.

All readers are invited to propose problems and to solve problems here pro-posed. Drawings to illustrate the problems should be well done in India ink.Problems and solutions will be credited to their authors. Each solution, orproposed problem, sent to the Editor should have the author’s name intro-ducing the problem or solution as on the following pages.The Editor of the department desires to serve its readers by making it

interesting and helpful to them. Address suggestions and problems to G. H.Jamison, State Teachers College, Kirksville, Missouri.