Science

Atheneum's Science Program uses classic and modern scientific writings from the best scientists. Students studying these seminal works and experiments come to an understanding of the principles that make scientific advancement possible. We follow the historical development of famous experiments and theories to orient the students' thinking toward the future.

Each year of study in Atheneum's Middle School Science Program follows the pattern of the seasons, with Biology in the Fall and Spring Quarters, and Physics and Chemistry in the Winter Quarters. The coherence of the program ensures that the students are able to apply to the next quarter the scientific rules and principles learned in the previous quarter. In the High School Program each year takes a specific scientific focus. The high school curriculum includes advanced laboratory and field studies under the expert guidance of scientists, doctors, and engineers from the larger community.

"Science and Technology at the Atheneum School" by Kevin Holthaus

Our approach to science and technology at the Atheneum School leads students to think and to experiment like the scientists who have made breakthroughs into the future. These scientists are rarely high school teachers or authors of science textbooks, but instead use creative thinking and a keen awareness of the progression of ideas leading up to the present time. What gives them such a keen historical awareness and creative mind? Studying original, primary sources—the actual writings and letters between the scientists themselves! Einstein is a good example of someone who celebrates and uses the previous scientists (even as far back as Kepler) to point out their success in thinking rather than their failure compared to the contemporary progress. Read Einstein's Evolution of Physics and you can see how much of his "genius" relied on past ideas and the careful study of their progression.

A very false paradigm now dominates the minds of students and teachers in the field of science. This paradigm would have us believe that cutting edge science now is the only worthy study because we know so much more now than we did in the past, and because science follows a linear progression always improving with time. This arrogance is seldom found in the writings of the scientists themselves, but probably comes from our fascination with new toys. If one studies the works of the leading scientists throughout history, one will find a creative dialogue, cycles of change, and paradigm shifts. At Atheneum we study these ideas in order to be able to emulate them to some extent. This gives our students the cutting edge and the advantage over those who only study contemporary works. After tapping into the "Great Conversation" amidst the actual scientists through the course of time, our students are speaking, thinking, and experimenting within a broader context of ideas. This will prepare them best to become leaders in the field. The excitement of the scientists in the midst of breakthroughs is translated in their writings and more deeply inspires and interests the students. This is seldom the case in textbooks or typical classes. In Middle/High School are you really experimenting for discovery or are you repeating experiments already knowing the outcomes?

In addition to providing students with original source materials, Atheneum emphasizes practical, hands-on laboratory work, often out in the field. Along with the French scientist Henri Fabre, we think that plants, animals, and insects should be studied alive in their natural habitats as well as in isolated labs. In Alaska we have such amazing and rare opportunities for wildlife field studies and radically changing habitats, we try to take full advantage (See the Homer Trip 2006 and Wilderness Intensives for examples). Our Atheneum School Curriculum is partly organized to study biology in the Fall and Spring, and chemistry and physics over the winter to match the ideal environments. In physics class you are likely to find us winching trucks or measuring arrow speeds to study force vectors hands-on! We also offer optional, spontaneous field trips depending on weather and conditions often throughout the year. Last year on the coldest day of the winter, we made it out to a remote glacier to explore the ice caves! These experiences have shown us that even students who may not have been interested in the sciences become motivated to study them seriously. Much discussion around the country now concerns the capability of American students to compete in a world market hungry for technology and science to solve energy needs as well as social problems. Universities recognize that the number of students coming out of secondary schools interested in science has decreased and they are trying to provide incentives to build interest. At Atheneum, all of our students take more sciences than other schools (2 credits each year vs. one) and many graduates go on in the fields of science and technology because of interest generated here at Atheneum. Students become so motivated that the curriculum quite often becomes tailored to their interests (e.g. building telescopes, grinding the lenses, etc.).

The latest technologies now require more familiarity with machinery and computers. This often tends to limit rather than expand the creative mind so critical for actual breakthroughs in thinking. Even what are considered breakthroughs are often minor steps in a progression rather than a really new path or solution. For example, I recently heard the founders of "You Tube" questioned about their next vision for the future. They responded that it would be video communication from mobile sources, which was touted as a new breakthrough for these highly successful visionaries. Don't you wonder if the shift into mobile sources (like being able to exchange video clips more easily from cell phones) requires a high degree of creative thought? Even these founders would admit that it is a simple next step requiring little thought, but it will make millions of dollars! At Atheneum we hope to inspire profitable and more creative and meaningful visions for our future. Our students have already demonstrated these abilities!

Atheneum focuses on questions that inspire deeper thoughtfulness. Modern science is focused on the "how" questions and leaves the "whys" for theologians or philosophers, indicating that the "whys" are some other department's job. But the "why" questions are still the driving force behind much of our modern science. Classical science opens a broader field including philosophy and final causes. Atheneum students, upon reading these works, are freer to ask questions crossing over contemporary distinctions. Most of the scientists making real breakthroughs use this same approach. For example, Leibniz solved a problem that confounded the Cartesians for years. Not only did he solve the problem but he also explained how he thought of it and why the Cartesians could not. He explained that of Aristotle's four causes, the Cartesians limited themselves to only the material cause. Leibniz had included all four and claimed that thinking about the final cause revealed the solution to a problem the materialists could not solve. Leibniz' critique is extremely relevant today when our science has gone purposefully materialistic and the society as a whole has followed. Is it really a drug that is likely to be the answer to so many of our problems, even your child's learning ability? Other distinctions are equally dangerous; why was it that ethics was divorced from science? Science from politics? At Atheneum we value the classical education because at times it can free us from the biases given by our contemporary society or science. This freedom allows greater thoughtfulness and leadership now and into our future.

This year as we have another study of alternative energy and convert/build a fully electric sports car, I am still wondering about the advanced technology questions. Do we even understand what we are calling "advanced"? Is it really efficient or does it only seem so? Looking at my 20-foot handmade wooden river canoe as it cuts nearly effortlessly through the water, I wonder, "Isn't this canoe far more technologically advanced than my new computer at home?"