Jay Lemke Quotes

Learning science means learning to talk science... Talking science means observing, describing, comparing, classifying, analysing, discussing, hypothesizing, theorizing, questioning, challenging, arguing, designing experiments, following procedures, judging, evaluating, deciding, concluding, generalizing, reporting ... in and through the language of science.

Instead of talking about meaning making as something that is done by minds, I prefer to talk about it as a social practice in a community. It is a kind of doing that is done in ways that are characteristic of a community, and its occurrence is part of what binds the community together and helps to constitute it as a community.

Ecosocial Dynamics concerns ecosocial systems and networks, i.e. those ecosystems, including all material components, for which semiotic practices are essential to characterizing the dynamics of the material processes which constitute the system through their networks of mutual interdependencies.

The medium of printed scientific text is first of all a visual one.

If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning... If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity

The biological organism and the social persona are profoundly different social constructions. The different systems of social practices, including discourse practices, through which these two notions are constituted, have their meanings, and are made use of, are radically incommensurable. The biological notion of a human organism as an identifiable individual unit of analysis depends on the specific scientific practices we use to construct the identity, the boundedness, the integrity, and the continuity across interactions of this unit. The criteria we use to do so: DNA signatures, neural micro-anatomy, organism-environment boundaries, internal physiological interdependence of subsystems, external physical probes of identification at distinct moments of physical time -- all depend on social practices and discourses profoundly different from those in terms of which we define the social person.

Our visual discrimination is far better than our linguistic system at dealing with complex ratios and continuous variations in space, line, shape, and color.

Science does not speak of the world in the language of words alone, and in many cases it simply cannot do so. The natural language of science is a synergistic integration of words, diagrams, pictures, graphs, maps, equations, tables, charts, and other forms of visual and mathematical expression... [Science thus consists of] the languages of visual representation, the languages of mathematical symbolism, and the languages of experimental operations.

Human communities are ecosystems. Ecosystems are biological, chemical and physical systems. The physics, chemistry and biology of complex self-organizing systems can tell us much that is useful about human communities: about the conditions necessary for the existence of human communities, about the properties human communities 'inherit' because they are special cases of more general kinds of systems, particularly ecosystems.

Science has often presented itself, intentionally or unintentionally as a "truer" or even the true way of talking about the world. In science classrooms, except for rare occasions, this is the way science is taught and presented. Not as a way of talking about the world, but as the way the world is.

Minds are formed by our social interactions in a community and a culture.

The role of discourse in society is active; it not only re-confirms and re-enacts existing social relationships and patterns of behavior, it also renegotiates social relationships and introduces new meanings and new behaviors.

[Teachers] emphasize the human side of science: real activities by real human beings, both today and in specific periods of history. Personal characteristics of scientists, with which students can identify, should be emphasized rather than making scientists seem superhuman or alien.

Scientific language that is correct and serious so far as teachers and students are concerned must follow these stylistic norms:

We are constantly reading and listening to, writing and speaking, this text in the context of and against the background of other texts and other discourses.