Improving inclusivity in introductory physics

Scientists generally agree that science is global in scope and nature, that scientific thoughts have never been confined to any one era, gender, culture, or geographic region. Alok Kumar discusses how current popular introductory textbooks in physics do not reflect this truth about the universality of science.

Through a careful examination of several introductory textbooks, Kumar found that most are biased towards Western science, with non-Western science having minimal representation. To contrast this depiction, Kumar cites examples of the study of science throughout history, where scholars from multiple countries worked together in universities and other centers of learning. For example, Spain became a center of learning in the eighth through eleventh centuries by inviting international scholars, and universities today continue to encourage scholars to visit and collaborate.

Alternatively, rejecting such inclusivity led to declines in some centers of learning in the Middle East, Spain, and more, when works were judged on criteria like race, religion, gender, and culture rather than scientific merit. As such, teachers must learn from these failures in history, and not perpetuate ethnocentrism when teaching science.

“Knowledge is the soul of a democracy. A global view of science helps people of diverse backgrounds to know about each other and coexist in a harmonious and flourishing environment,” Kumar said. “This approach also makes science more truthful, closer to reality, and inclusive of all, while providing an impetus for an accelerated growth in science.”

Kumar said he hopes the article will raise awareness so readers begin to notice the globalism of science in their everyday life.

“If that happens, my article will achieve its goal,” Kumar said.

Source: “Global voices in science: Are we listening?,” by Alok Kumar, The Physics Teacher (2023). The article can be accessed at https://doi.org/10.1119/5.0068512 .