When science is taught without any intuitive reference to the notions that already exist in the mind of the student, it leads to the fragmentation of the mind and the two seldom meet, and the matter is left unresolved. In time, the intuitive expression resurfaces and dominates responses. This seems quite similar to the relationship between one’s conditioning and a philosophical explanation. If one considers the nature of the self and the insight that K offers — the self is put together by thought — this insight is counter-intuitive. The self seems to be all pervasive and the centre which controls the person. The only way out is careful observation. Reason and intellectual argument have at best the value of being pointers and starting points of an inquiry led by the actual observation of what is. It is perhaps in the alertness and openness of observation that insight happens. Understanding K verbally, intellectually, leads at best to a conflict of becoming, which might lead to outward order of a limited kind. It leaves the core of one’s being untouched…

This article by Ananthapadmanabhan unfolds the challenges of teaching science subject. The articles stresses importance of developing observation skills while teaching science.

629223_EN-ART-SCI-JKJ-Science and Insight