Science with Mitchell D.

With a post-graduate degree in the History and Philosophy of Science, I can offer students a greater in-depth knowledge of the scientific process; how the scientific method works, where science has come from, why do we need science or a specific scientific discipline, and so forth. This begets a greater appreciation for the science, and since intrinsic motivation is the single greatest factor for success in any field, it leads to a greater comprehension of hard scientific mechanisms. Moreover, the fundamentals of a scientific discipline (biology, physics, chemistry) are best taught concurrently with the history of discovery. For example, to better understand the central principle of biology (DNA-->RNA-->Proteins), the historical background is useful to distinguish what we believed prior to this principle (e.g. blending inheritance) and why we now think certain hypotheses are wrong in light of modern evidence. Furthermore, I argue that most teachers today (and many on this website) may lead students to develop an in-depth understanding of scientific knowledge and the basic mechanisms of science. However, this is only a portion of the scientific process and knowledge, and for a greater understanding of a scientific discipline, a student must learn the concepts and theoretical paradigms associated with the discipline to gain a comprehensive knowledge of the discipline. For example, I will teach these paradigms (e.g. the Copernican revolution, Darwinian paradigm, etc.) to students so they are not only proficient I have taught and assisted in teaching courses at the university level, but am proficient at leading scientific novices through the difficult terrain of a discipline by employing a bottom-up approach: Primary fundamentals (e.g. basic cellular processes) --> secondary fundamentals (e.g. effects at the level of the individual or phenotype) --> supplementary knowledge (e.g. how cancer evolves and propagates). I love science, and therefore I love teaching science and disseminating scientific knowledge. If you or the prospective pupil in question wish to form a greater appreciation for science, I would gladly accept to teach you.