(1)Science teaching in Italian school (Giorgio Israel, Chi sono i nemici della scienza? Lindau, 2008)
• Biography and Interview to Giorgio Israel: https://it.wikipedia.org/wiki/Giorgio_Israel http://www.giuntiscuola.it/lavitascolastica/magazine/articoli/in-ricordo...
• The educational disaster of the Italian school in the teaching of mathematics and geography: Programme for International Student Assessment (PISA):
• Why in the Italian school humanities teaching predominates
• The difficulties of today's Italian science are a recent phenomenon, not related to the backwardness of society
• The "science enemies" are numerous and even unexpected (“quello che non riuscì a Croce, riuscì ai suoi nemici”)
• Hasty and instrumental approaches, aimed to reiterate an intrinsic superiority of science, lead to confused and contradictory positions
• The greatest danger of modern science is technoscientism: the scientist positions, even beyond their materialist extremizations, must be assumed with balance
• Relativistic positions on science constitute a contradictory element
• How to evaluate Feyerabend's provocative, but interesting, thesis on the superiority of science
• What are the defects of "progressive pedagogy" and what is the evaluation of the transmissive and disciplinary teaching
(2) The impact of scientific discoveries on individual behavior (Carl Djerassi, Dalla pillola alla penna , Di Renzo, 2005)
Biography and Interview to Carl Djerassi:
• the interest in contraceptive devices is linked to both the demographic explosion and the emancipation of women
• decisive contributions in the development of the first pharmacological (= chemical) contraceptive method
• society consequences of the spread of the first contraceptive pill and reactions, expected and unexpected
• what is the society position regarding a future, but realistic, total separation between sex and fertility
• what are the similarities and differences between scientific and artistic creativity
(3) Ethic and Science (Roald Hoffmann, Se si può, si deve?, Zanichelli, 2008)
• Biography and Interview to Roald Hoffmann:
• The teaching and the dissemination of scientific (and in general) knowledge are fundamental like scientific (or artistic) research activities and, in any case, who oppose to science can not be automatically considered unworthy of consideration
• Does the scientist (or even the artist) really have the right to enjoy unlimited freedom, regardless of possible consequences, or should (and can) prevent that "knowledge" produces "suffering"?
• Human activities (and even those of a scientist or an artist) are nevertheless linked to their personal history (ambitions, passions, successes, disappointments, remorse, regrets, ...).
(4) Scientific materials (1 of your choice):
• Schrodinger cat: http://www.gravita-zero.org/2010/07/il-gatto-di-schrodinger-e-vivo.html
• Pitagora Theorem:
http://areeweb.polito.it/didattica/polymath/htmlS/argoment/APPUNTI/TESTI... (Punti 1, 5, 6)
• steroids, progesterone, progestins: http://www.treccani.it/enciclopedia/steroide/ ;
• nerve gas: http://online.scuola.zanichelli.it/percorsibiochimica/files/2011/12/Sche... ;
• vaccines: https://www.uniba.it/ricerca/dipartimenti/dipmedveterinaria/orientamento...
• climate changes: https://ec.europa.eu/clima/sites/clima/files/youth/docs/youth_magazine_i...