Science and education

Speech by David Lammy MP, Minister for Culture, Natural History Museum, 19 June 2007

Thank you Mike (Dixon) and thanks to Martin (Earwicker) too. It was just six weeks ago when we were in conversation and I asked if there would be value in me making a speech on science and education, and I am grateful to you both for inviting me to speak here today.

Some people might think it strange for me, as Culture Minister, to be speaking about science. Strange because, in the public imagination, culture and science are often seen as polar opposites:

One: creative, spontaneous and expressive.
The other: rational, dispassionate and evidence-based

One: at the centre of people’s everyday lives – in public galleries, public spaces, and public festivals.
The other: hidden away from the public view in a laboratory somewhere.

Culture and science, to too many people, belong in different worlds.

In truth there are two reasons why I am here today. A simple reason and a second – more profound – one.

The Value of Science

Let’s start with the simple one; the value of science. And that is that science is a tremendously important part of our cultural heritage and a vital part of our shared future, – and something that doesn’t receive as much public attention as it should.

Across the range of challenges that we face as both a country and as an international community, the role and the importance of science is fundamental.

In sustainability, we face perhaps the biggest political and technological challenge in history in climate change, which will impact on everything from water supply to global patterns of migration. We know that we can’t rely on technological advances alone to reverse the effects of climate change – but we also know that science needs to at the vanguard of that battle. We need scientists to engage with and inform the public. Building knowledge, pushing the boundaries of what is possible. For example, what could hydrogen powered transport do to combat the pollution created by our transport system? How could we ensure that our daily journey to work is no longer damaging to the environment?
In international development, we’ve seen vaccines for polio, hepatitis B, tetanus, and malaria launched on a huge scale in recent years. I have been to Africa and seen at first hand the value of that work. Funded by governments beginning to accept their responsibilities to the rest of the world – but created and refined by scientists who made it all possible.
And at home, we know that science and innovation lie at the heart of our own future prosperity. We need to become world leaders in this area – not just competing against countries like India and China, but building new links with scientific communities all around the world and taking advantage of those new markets.

At the centre of that discussion is the importance of engaging with young people. When they - and we - talk about Making Poverty History, we need an informed public to put pressure on politicians.

That context helps explain my department’s commitment – and my commitment – to promoting science in this country.

It’s why the DCMS invests £340 million a year in our sponsored museums, including individual museums with a direct remit for science education, such as

the Natural History Museum
the Science Museum
the National Railway Museums in York and County Durham
the National Media Museum in Bradford
and the Museum of Science and Industry in Manchester

And it’s why my Department awards grants totalling over £400,000 a year through to museums with predominantly science-based collections. Because we recognise the importance of science – and the importance of funding it properly.

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As Culture Minister, I think I have the best job in Government, and it has allowed me the great privilege of visiting many museums which I might otherwise not have gone to, but which make an invaluable contribution to education in the fields of science, technology and engineering. It has been inspiring to see that role at places as varied as:

the National Coal Mining Museum in Yorkshire or the Big Pit in Wales, which educate and inspire young and old alike about our industrial heritage
last week I was lucky enough to see the new Wellcome Collection in Euston before it opens to the public later this week. Everyone who visits this wonderful new institution will see immediately that the inter-relationship of culture and science has been cemented over centuries
more mainstream museums like the V&A, where the recent Leonardo da Vinci exhibition helped thousands of visitors understand how he straddled the worlds of science, engineering and culture
and just a few days ago I saw at first hand how the refurbished Museum of Bristol (formerly Bristol Industrial Museum) will have science and technology at the heart of its new education programme.

In fact, the fruits of scientific achievement underpin the activity of every museum, gallery, library and archive in the country, not just those with science-based collections. Constant advances in conservation techniques enable collections across the country to be better curated, better preserved, better protected and made available to the public and to scholars for research purposes.

Science enables conservators and other museum professionals to mitigate the damage caused by everything from the effects of light, pollution, poor handling, incorrect temperature and relative humidity, to mould, pests and an over-enthusiastic public.

So that’s the first reason I am here today – to put on record that science is at the heart of cultural endeavour and to make clear my support for something I regard as very important to our future.

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Science and Society

The second reason, I think, goes a little deeper.

And that is that is that the relationship between science and the public is changing. Changing in profound ways which makes the role of institutions like this one more important than ever.

Because the paradox is that whilst scientific knowledge is growing faster than ever – and becoming more important than ever – the relationship between science and society is a brittle one.

On the surface, all is well. Ask the public about science and scientists and their answers are as positive as ever. Scientists are revered and science is seen, on the whole, in a positive light.

The survey evidence suggests that

scientists are among the most trusted professionals in the country (…trusted more than politicians, and more than journalists)
three-quarters of the British public are ‘amazed’ by the achievements of science
two-thirds agree that science and technology are making our lives healthier, easier and more comfortable
72 per cent agree that, even if it brings no immediate benefits, scientific research that advances knowledge is necessary and should be supported by the Government

But scratch beneath the surface and I think there is a sense of unease and disconnection between science and society that we cannot ignore – either as politicians or scientists or educators. Because take a look at the everyday choices and actions of the public and the picture is a much more challenging one.

Far too many people – individuals and communities – are lost to the world of science even before they leave school. Look at the research and the indications are that not enough young people feel inspired by science. Inspired to choose to study it in a sixth form or a college, and then on at University.

That is something we need to address for all the reasons I touched on earlier – we need to be nurturing the next generation of people who put together the new vaccines that will make poverty history and create the new technologies that change our lives for the better.

Alongside the choices that young people make at 16 and 18, which need increasingly to incorporate an understanding of science - scientific advice is increasingly called into question by the public. A public – young and old – that is far less passive and far less deferential than previous generations were.

This is, of course, part of a wider trend. People are more assertive in all walks of life. As consumers on the high street. As citizens accessing public services. And as communities demanding more say over their local areas.

But where science is concerned, recent controversies, such as those surrounding global warming and climate change, the BSE crisis, the bird-flu scares, and issues that come up for every MP in the country around the location of mobile telephone masts, have exposed deep public concerns over the governance and regulation of science and the quality and use of scientific advice in Government.

They have shown, I think, how citizens can feel disconnected from decision making on important issues. We need to address any disconnection between scientists, the business community, politicians and the public.

Another way you can look at this is to say that politically, if the last century was broadly about a debate between those who believed in the power of the market versus those who believed in the power of the state, then this century will be focused on the challenges of the environment, sustainable development, how we live together, and issues of faith, culture, diversity and cohesion. All of these must be underpinned by an understanding of science.

Some members of the public, prompted by sceptics in some parts of the media – and I stress only some parts of the media – have ignored official advice, questioning the validity of scientific findings.

Now we shouldn’t overstate the problem here – most parents took the advice on MMR, despite the controversy. Most communities aren’t up in arms about phone masts. But, equally, we can’t simply dismiss the shift in the relationship between science and society.

And it’s in helping tackle these two issues – the disengagement of young people and the signs of distrust in the wider public – that I believe scientific institutions in the cultural sector can play a valuable role in the future of this country.

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Science education

Of course, schools should be inspiring young people about science, both inside and outside the classroom. And they should be aiming to encourage more of those young people to develop a life-long passion for science, and a desire to forge a career in science.

There is of course a challenge in getting the balance of the national curriculum right, in ensuring the proper mix of prescription and flexibility. How do we ensure everyone has the proper grounding in core subjects, while supporting personalised learning, adaptable to every young person’s needs and abilities? That challenge is germane to the future of science education in schools.

At this point, as Culture Minister I defer to my DfES colleagues on the detail of the National Curriculum and strategies for improving performance. But we do need to acknowledge that much happens at the end of the formal school day or at the weekend which enhances and enriches the core curriculum. That is where museums and the wider cultural sector have an invaluable role to play

Of course we need young people to acquire and accumulate knowledge if they are going to become our next generation of scientists.

But we also know this:

You can’t develop analytical skills if you have nothing to analyse.
You can’t acquire team-working skills if you have nothing to work on.
You can’t learn the joy of experimentation and discovery if you have nothing to experiment with.

All of this was illustrated this morning at the Science Museum, where I saw how the students from St Thomas More School were learning together.

The reality, as the best teachers across the country already know, is that knowledge and skills can – and should – be learned together, with teachers and scientists working in partnership together.

So there is nothing to fear in the new programmes of study to be introduced at Key Stage 3 from September 2008, in which the Science curriculum will involve the ‘How Science Works’ strand – looking at the process of science and cultural understanding of science in society, because those programmes build on what cultural institutions like this museum have been doing for a long time.

And there is certainly nothing to fear from a model of teaching that sees young people working together on practical scientific projects, which may well cut across the curriculum, as well as the traditional model of the lesson with the teacher at the front of the class. Because, in reality, science is about discovery, imagination and relationships with the rest of society every bit as much as cultural festivals are – and learning should reflect that.

But we also know something else – that learning has to stretch beyond the classroom and beyond school hours. Children spend roughly 82% of their waking life outside of school. So it is paramount to inspire and enthuse children and young people about science in the community as well as in the classroom.

I was touched when Tony Sewell asked me to spend some time at the inspiring programme he runs at Imperial College. We need more programmes like that which reach out to excluded and disadvantaged communities, and more outreach by museums and their partner organisations to help expand the capacity and skills of education professionals in schools, and in further and higher education.

And here is where the cultural sector is so important.

Because, today, museums are no longer the rather static, dusty places some of us, or our parents, remember. They are vital, dynamic, inspiring places which with the triple boost of free entry, Lottery funding and investment through Renaissance in the Regions, are inspiring and educating more people, particularly young people, than ever before.

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Funding from the DCMS has been channelled in a number of ways – largely through the Museums, Libraries and Archives Council - which allow regional museums to promote science and engineering to the general public, and add value to the teaching of those subjects in schools:

through the Renaissance in the Regions programme - many of the regional hub museums hold significant science and engineering collections
through the Renaissance Designated Challenge Fund-to improve the management and accessibility of collections designated as nationally significant for the benefit of the public
through the PRISM Grant Fund-grants are awarded to museums and similar organisations in England and Wales for the purpose of acquiring or conserving objects of scientific and industrial importance. A total of £250,000 is allocated to the fund each year
through the DCM/DfES Strategic Commissioning fund national and regional museums are working together on education programmes which reach new and non-traditional audiences across the country.

All of these funding streams help to bring new and broader audiences through the door.

And with the support of public and private funding, institutions like the Natural History Museum and the Science Museum are world leaders in their fields, admired by politicians I meet from Latin America to the Persian Gulf. They look to us and ask what they can learn from our museums. Museums which play a fantastic role in education across the spectrum from pre-school to postgraduate research, inspiring learners of all ages.

Both Museums help to capture the imagination of the public and especially young people with science. We can all remember starting our cultural journey in one of these Museums and often bring our children back to begin their own journeys.

Nature Live, the space we are sitting in now, brings together the Natural History Museum’s 350 research scientists and its visitors to explore, discover and discuss the natural world and our place within it. In a daily live web-cast, visitors to the Museum and those following online can engage with a scientist in a moderated discussion about a particular research topic or an issue of current media interest. Later today in this space, one of the museum’s entomologists will explain what it is like to study beetles in the field in Belize. The web-casts are archived and are a valuable educational tool in their own right. Through this the Museum’s scientists engage directly with school children, making their vocation come alive.

Museum learning activities give children and young people opportunities to broaden their horizons. Teachers and parents often praise the enthusiasm and motivation of the young people who take part in the activities that are on offer. Creating these fulfilling and, hopefully, life-changing experiences will also be the objective of the Science Museum’s Youth Engagement Initiative, scheduled to launch in 2008-09. It will go further than ever before by proactively offering disadvantaged young people exciting and interesting career opportunities in the scientific and creative sectors through a volunteer scheme at the Museum.

The Youth Engagement Initiative will build on the work of the National Media Museum’s pioneering Youth TV scheme. This groundbreaking project engages Bradford’s socially and educationally excluded young people in learning about TV production, and excellently demonstrates just what our Museums can achieve in these communities.

But too many young people in society are still excluded from these experiences, and although that is often by accident rather than design, it is the role of politicians to fight for the excluded, to improve their life chances, and to invest in our scientific community to enable them to do what they do best.

All these projects, I think, illustrate the contribution that the sector is making to capturing young people’s imagination. Communicating the value of science. Offering opportunities for people of all backgrounds to experience how exciting it can be.

Young people need to be engaged, they need to inspired – and they need to see that science is and can be for people like them.

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The wider public

And these same principles – I believe – apply to the broader challenge of continuing to re-build trust in science and scientific advice in the wider public.

To its credit, the scientific community has recognised that the way to re-build trust is to become closer to the public rather than more detached from it.

The Government has played its part, through the creation of arm’s-length organisations, like the Food Standards Agency, that help reassure the public that advice can be trusted and that due processes are in place.

But more than this, the scientific community is getting much better at discussing the big issues with the public, rather than just for it. Better at discussing the big questions about what science is there for, and on what basis it should progress.

We are now seeing a much broader range of issues and debates entering the public consciousness – from the use of different energy sources, to the place of cloning and the future of nanotechnology.

Finding ways to engage the public in these discussions, I think, is crucial to fully restoring the bonds of trusts between science and society.

And it is important to say too that this is the rightful place of politics – as a forum for discussion and debate about the big questions in life. Not a dirty word, but something that is useful, practical and measured.

When I was at the Science Museum a few weeks ago looking at my own DNA results, it was clear that genetics is a topic which can raise some difficult issues. But it was the Science Museum which was leading that debate. And here again is where this sector can play such an important role – stimulating public interest, building public knowledge and sparking public debate.

The Science Museum’s Antenna exhibition series is a good example of how the general public can be informed about scientific advances. It is the first gallery in the world that has constantly updated exhibitions devoted entirely to science news. It showcases the fast moving world of science and technology through intriguing objects, interactives and events that explore today’s science and how it impacts on our lives.

And public engagement in science cannot be talked about without mentioning the Dana Centre, the Science Museum’s pioneering adults-only science space. Its priority is to engage new audiences in debates and discussions in science and technology. Hugely popular events, which Time Out described as ‘making science sexy’, range from comedy shows on climate change to debates about the politics of skin colour.

All these examples demonstrate that what is happening in this sector is making a difference. We are on record as a Government in saying that we need to strengthen the UK’s research base, we need more science graduates, and we need to strengthen science teaching in schools. All of this requires partnerships cemented by the understanding that science should be at the centre of the public policy agenda. I believe there is a key role – not yet fully realised - for museums and the wider cultural sector to be embedded in those partnerships.

The public welcome diverse sources of information on most issues. Non-specialists are able to balance conflicting views and assimilate complex scientific information and principles quite readily. People are able to weigh up values, risks and benefits in a sophisticated way. In deliberations on controversial issues, people often question the need for the science or technology in the first place, as well as the motives of industry, academics or governments in promoting it.

It’s through museums and other institutions in civil society that interest, debate and trust can be built. People want due process and accountability – but they also need to be involved in the conversation early enough to accommodate their concerns and pursue their priorities.

At a time where there is a real desire for a more measured, less frenetic tone of public debate, the trusted institutions of the cultural sector can play a vital role.

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Conclusion

So that is why I wanted to be here today. To emphasise the power, the potential and the responsibility of this sector to help engage, inspire and educate a generation of young people and an occasionally sceptical wider public.

But also to say thank you for all the work – often unheralded – that already goes on in this area. The staff and trustees of the museums, the volunteers, the funders, both private and public, and your many partners across all disciplines, all deserve public recognition.

The future of science and our success as a society are become ever-more closely linked. And your role in binding the two together, for the good of both, is vital.

As Minister for Culture, I am proud to put that on the record.

Thank you.

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