The Question of Planets
Imagine: You are in a course that fulfills a university science requirement. The professor holds a PhD in astronomy. He has written several books, is widely published in academic journals, and has a national reputation in his field. The course objectives include defining terms used in modern astronomy and exposure to the practices, methodology, and concepts of the discipline. The professor is reviewing the assigned readings, which present the most established theories in the field. He overviews the scientific community’s discussion of the number of planets and states that based on the criteria for what constitutes a planet, only 8 planets are officially recognized in our solar system.
One of the students raises his hand and insists that there are actually 9 planets because that is what he learned in school. He has seen many books with pictures of the planets, and there are always nine. As further evidence, he recites the mnemonic he learned to pass all his science tests: “My Very Educated Mother Just Served Us Nine Pizzas.” He states that he had a map of the sky in his bedroom as a child and it showed 9 planets. Further, he says, his parents taught him that there were nine planets and many of his friends also agree that there are nine. He spent his childhood camping out and looking up at the sky and identifying constellations, so he has experience in astronomy. The professor tries to explain to the student that to engage with the planet controversy one must first demonstrate understanding of the criteria for what constitutes a planet, but he is cut off by the student, who declares, “Well, that’s your opinion. My opinion is that there are nine.”
36
The professor tries once more to explain that what he presents in regard to the number of planets is not his opinion, but knowledge based on the scholarly community’s established criteria for what defines a planet. Although at one time astronomers believed that Pluto qualified as a planet, as with all disciplines, their knowledge evolved. With the discovery of new information and further study they now understand that Pluto doesn’t meet the criteria of a planet, in large part due to its shape. This is not an opinion, the professor repeats, but astronomical theories that have resulted from ongoing research and study. The student replies, “I don’t care if Pluto is square, diamond-shaped, or shaped like a banana, it’s a planet, and there are nine planets.”
How likely is it that the majority of the class thinks our hypothetical
astronomy student is raising a credible point? Would the class admire him for standing up to the professor and expressing the same understanding they had (but were too hesitant to bring up)? Even if his peers did share his view, that would not make his argument valid. It is more likely that he would be seen as having some academic challenges, as somewhat immature, and perhaps even disrespectful. It may even be assumed that he might have trouble passing the class.
Imagine: You are in a course that fulfills a university science requirement. The professor holds a PhD in astronomy. He has written several books, is widely published in academic journals, and has a national reputation in his field. The course objectives include defining terms used in modern astronomy and exposure to the practices, methodology, and concepts of the discipline. The professor is reviewing the assigned readings, which present the most established theories in the field. He overviews the scientific community’s discussion of the number of planets and states that based on the criteria for what constitutes a planet, only 8 planets are officially recognized in our solar system.
One of the students raises his hand and insists that there are actually 9 planets because that is what he learned in school. He has seen many books with pictures of the planets, and there are always nine. As further evidence, he recites the mnemonic he learned to pass all his science tests: “My Very Educated Mother Just Served Us Nine Pizzas.” He states that he had a map of the sky in his bedroom as a child and it showed 9 planets. Further, he says, his parents taught him that there were nine planets and many of his friends also agree that there are nine. He spent his childhood camping out and looking up at the sky and identifying constellations, so he has experience in astronomy. The professor tries to explain to the student that to engage with the planet controversy one must first demonstrate understanding of the criteria for what constitutes a planet, but he is cut off by the student, who declares, “Well, that’s your opinion. My opinion is that there are nine.”
36
The professor tries once more to explain that what he presents in regard to the number of planets is not his opinion, but knowledge based on the scholarly community’s established criteria for what defines a planet. Although at one time astronomers believed that Pluto qualified as a planet, as with all disciplines, their knowledge evolved. With the discovery of new information and further study they now understand that Pluto doesn’t meet the criteria of a planet, in large part due to its shape. This is not an opinion, the professor repeats, but astronomical theories that have resulted from ongoing research and study. The student replies, “I don’t care if Pluto is square, diamond-shaped, or shaped like a banana, it’s a planet, and there are nine planets.”
How likely is it that the majority of the class thinks our hypothetical
astronomy student is raising a credible point? Would the class admire him for standing up to the professor and expressing the same understanding they had (but were too hesitant to bring up)? Even if his peers did share his view, that would not make his argument valid. It is more likely that he would be seen as having some academic challenges, as somewhat immature, and perhaps even disrespectful. It may even be assumed that he might have trouble passing the class.