The Challenges of Science Outreach in India -1 (Introduction)

    In a country as large and diverse as India, there are many different types of individuals. Socially, they can be classified into different classes based on caste/tribe, religion, or sect. Economically poor, middle-class, and upper-class, while educationally they can be classified into different classes like uneducated, educated, and highly educated. There is yet another dimension that cuts through all these verticals, i.e. those who have a scientific temper and those who don’t or it could also be those who uphold scientific ideas and those who do not. It would not be wise to say that if a person is uneducated, he/she cannot be progressive enough, similarly, if a person is highly educated it does not guarantee that he/she has a scientific approach. It is certainly not as black and white to draw such a conclusion.

    The same is broadly true about the scientific temper and the scientific dissemination in the country. This is related to the dissemination of scientific concepts/ideas in our society and practicing or believing in those. What's scientific dissemination? A simple Google search yields an answer like scientific dissemination is defined as "the effective communication of scientific knowledge, research findings, and discoveries to a variety of audiences in a clear, accessible, and meaningful manner." Whereas, the term scientific temper is broadly defined as "a temper ever ready to welcome new light, new knowledge, new experiments, even when their results are unfavourable to preconceived opinions and long-cherished theories."[1] So, are the scientific temper and dissemination of science two sides of the same coin? Our entire Indian society is engulfed by the basic ignorance about science and the lack of scientific perspective that comes from it, and the ignorance that brings about the lack of scientific perspective again, like a vicious circle.

    The challenges in India related to the scientific approach and dissemination of science include economic, social, educational, science awareness, and usefulness (of science). Each aspect is not only important in itself but becomes an influencing factor for the other aspects to achieve holistic scientific development. It is necessary to do this systematically to bridge the current gap and to drive all-inclusive scientific progress. For example, the method of teaching in the Indian curriculum (school/college) should be more practical, interactive, and self-learning-based. This component is likely to be included in the upcoming National New Educational Policy (NEP 2020) and it is necessary to implement it effectively.

    The economic aspect of scientific development is a big challenge. It is necessary to identify, give priority, and implement them. For instance, funds should be increased to drive scientific innovation, taking examples from countries with relatively comparable GDP and excellent performance in science. Currently, India's economy ranks fifth in the world with a GDP of about $3.4 trillion[2]. Investment in scientific and technological progress plays an important role in accelerating major projects and meeting critical needs. Long-term developments in science, especially the coming era of quantum computing technology, which are expected in the near future, require substantial investment to develop related infrastructure. The government has started the Quantum Mission[3] by funding it, but there is a need to increase the skilled manpower and capacity building in such a way, that in the future our country and its science can have a big stake in the world science. Besides, such incentives lead to industrial growth based on technology-based innovations and fulfill social needs by creating innovations. Therefore, in the calls related to science reform in the country, the economic component or its economic aspect is unquestionably important.

Let us see its social aspect as well.
    I enjoy being an active participant in programs related to science dissemination, especially when they involve scientific curiosity, research awareness, and educational development. Therefore, science awareness programs from high schools and colleges on better health services, aware citizens, collective fight against pandemics, improving the quality of education, and environmental protection are some of the various causes that are crucial from the scientific temper and science dissemination. Building scientific awareness and career opportunities in science among school and college children should be the prime objective because they are the ones who will be leading the future society. Awareness campaigns and special educational/social initiatives should be undertaken to spread scientific knowledge at various levels of society such as schools, college students, teachers, the general public, and underprivileged communities.

    What can I do at the individual level? - Visiting nearby schools or providing educational assistance to economically or socially weaker sections. For example: introducing them to new internet-based learning methods is possible. Or by giving my time to teach them and help them better learn which their parents are unable to do, or it may be happening at the school. However, such efforts need consistency. Offering intellectual help to such people/students, by interacting with them and providing them educational help. In such economically weak and/or socially deprived communities, first of all, education is not given its due importance, on the contrary, it is often considered useless. Therefore, the biggest challenge is to first impress upon them the importance of education and then to teach them about science. Language is the main factor in such various ventures. That's why outsiders who speak a different language (or perhaps the same but polished language) are aliens in front of such a group and limit communication. If someone could speak to them in their everyday language, offering better understanding, it would help in overcoming the barriers due to language.

    Science dissemination means opening the doors of science to public: to school students and laymen. The challenges arising due to language or geographical barriers, the challenges that prevail due to lack of education, and the challenges that exist due to misconceptions prohibit the people from merging in the mainstream and contributing to the country.


-Dr. Vinayak Kamble
Assistant Professor, School of Physics, IISER Thiruvananthapuram.
Member, Indian National Young Academy of Sciences, New Delhi.

References
[1] Diggle, John (1898). Nicoll, W. Robertson (ed.). The Faith of Science. The Expositor (Fifth Series). Vol. VII. London: The Expositor. pp. 451–452 via Wikipedia
[2] https://timesofindia.indiatimes.com/business/30-trillion-economy-document-to-outline-reforms-pitch/articleshow/104806581.cms?from=mdr
[3] https://dst.gov.in/national-quantum-mission-nqm