Discourse V
Since the first learners, there has been knowledge
Expanding views of the world and our mind
Information going on without end
Dialogues nurturing philosophy
Hypotheses cultivating science
Traversing wonder and utility
But to that point, what of Utility?
Should practicality be first in knowledge?
To permeate reason into our science
and make application come first of mind
There is merit to such philosophy
by serving needs from beginning to end
Yet some say learning may be its own end
Though worldly goods have clear utility
When needs are met we seek philosophy
beyond our understanding, scout knowledge
from the edge of what is grasped by our mind
Humans have wonder down to a science
Others question just who should learn science
What systemic hurdles define who end
up with the privilege to grow their mind
to learn without chains of utility
to experience Liberal Knowledge?
to have the gains of such philosophy
Inquiry of Newman’s Philosophy,
With his dislike of servile science,
puts forward that we should not shape knowledge
with personal gain nor practical end
Gentlemen should look past Utility
and develop their habit of the mind
The diversity of scholars who mind
the gaps throughout Newman’s Philosophy
would shock him. Still, they seek utility
of his words to grasp the role of science
education today. This is their end.
We need both useful and wishful knowledge.
While understanding knowledge is not an exact science,
and teaching philosophy shifts across time, in the end
my utility of learning is to know my own mind.
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Celeste Suart is a science educator living in Ontario, Canada, though her heart remains at home in New Brunswick. She has a PhD in Biochemistry focusing on inherited brain disorders. Celeste is working towards her MEd in Higher Education at the University of Toronto, where she uses poetry as part of her reflective practice. She is interested in the meaning-making of fleeting moments and exploring the serendipity of wonder.
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