Science, technology and imaginable social and behavioral impacts as outer space develops

Paper ID: 20876

65th International Astronautical Congress 2014

SPACE EDUCATION AND OUTREACH SYMPOSIUM (E1)

Space Culture: Innovative Approaches for Public Engagement in Space (9)

Author: Prof. Edythe Weeks

Interstellar Travel Meetup, Webster University Worldwide, Washington University and Northern Arizona

University, Outer Space Education Alliance L.L.P., United States, [email protected]

Mr. Ayodele Faiyetole

EarthSpace Organization and Innovations to Society nonprofit, Nigeria,

[email protected]

SCIENCE, TECHNOLOGY AND IMAGINABLE SOCIAL AND BEHAVIORAL IMPACTS AS

OUTER SPACE DEVELOPS

Abstract

The main body of international law governing outer space, the Outer Space Treaty of 1967, requires that

all people benefit from space activities and it mandates equality and sharing of outer space resources for all

people from all nations. Yet, only a few experts have the knowledge and information regarding colonization

of the final frontier. The space community is eager to engage and involve the global community in the

development of outer space. People do not seem to have the information needed to make them care about

the development of outer space. Most people still seem to view space travel, asteroid mining and other

space activities as exotic and far out. Hence, the purpose of this paper is to discuss a unique pedagogical

approach to help mend the knowledge gaps and to suggest the possibility of preventing inequality gaps

from emerging as outer space is developed. To achieve equality in outer space for future generations, we

must begin formulating a contagious desire for knowledge and a universal consciousness regarding newly

emerging trends. We are suggesting that more students, at all levels, be introduced to space studies as part

of their overall required curriculum. We are further suggesting that all people in all nations be exposed to

the knowledge and information concerning the development of outer space. The emerging phenomena

include private space travel, asteroid mining, building architecture and infrastructure, interstellar travel, and

space life support systems for Earth habitation. Right now, people have the power to engage themselves in

meaningful ways to all the new industries that will need their necessary support. People can learn and

enhance their knowledge to forge ahead in this industry by implementing their relevant skill-sets. In

particular, young people and students can learn just about anything if provided the access to free and

affordable information. Thus this paper suggests that a wide range of K-12 students, university students,

scholars and everyday people be exposed to information in this regard. However, currently there is a

tendency to expose an exclusive science, technology, engineering and mathematics (STEM) students in a

few countries, to space studies themes.

Photos of the children participating in the Outer Space Development Robotics and Space Law Program with Professor Weeks

at Walbridge Elementary School Community Center summer camp program, St. Louis, Missouri, United States of America, June

2014.

1. INTRODUCTION

Where will the next generation of scientists,

technologists, engineers, mathematicians,

inventors, entrepreneurs, lawyers, physicians,

and scholars come from? What can help teachers

succeed in teaching the next generation

standards? Why is this important? Outer space

studies can be taught to any and all learners.

1.1 Stimulating Brains

Recent childhood development studies suggest

that providing exposure to “high quality

information” at an early age, “lays the foundation

for later learning and is essential (though not

sufficient) for the development of optimized

brain architecture,” and that this early exposure

must be “combined with sophisticated experience

later in life.” These two factors tend to allow “the

architecture of circuits involved in higher level

brain function” to become activated (Fox, Levitt

and Nelson, 2010: 35). Embracing this insight, I

would like to suggest that outer space

development studies can be used to help stimulate

the development of higher cognitive processes for

all people irrespective of any assumed social-

economic limitations.

Space experts can start giving talks to a wide

range of people, especially children about the

many aspects of space activities. Many inventors

and pioneers tinkered with achieving air flight

before Orville and Wilbur Wright, in 1903, were

credited as being the first to invent and build the

world's first successful airplane.1 Today, similar

tinkerers are working on advanced means of

space transportation. Air planes eventually

became common and routine. A few decades later

space flight missions and the global satellite

telecommunications system became real.

Voyager I traveled beyond the heliosphere more

than a year ago. With continued technological

agenda setting of newer intelligent space

telescopes locating exoplanets and new star

systems, and asteroid mining operations,

humankind will soon enter a true space age.

Newly constructed spaceports, advanced stages

of space travel (private spaceships and starships),

advanced space transportation, space mining,

space law and space habitation architecture are all

indicators that key actors are focusing heavily on

space industries. Wide range of people from

diverse backgrounds have an opportunity to

contribute to recorded human history, as we

advance our technologies for routine patterns of

space travel and habitation. People

knowledgeable about emerging space trends are

in a position to prepare themselves for the future

space economy. Everyone else will be left

behind. This would be contrary to the Outer

1See A History of Aerodynamics: And Its Impact on Flying

Machines by John David Anderson, Jr. (Cambridge

University Press, 1999) and Introduction to Flight by John

David Anderson, Jr. (McGraw-Hill, 2014); and Aerial

Navigation - A Practical Handbook on the Construction of

Dirigible Balloons, Aerostats, Aeroplanes, Aeromotors by

Frederick Walker (Girvin Press, 2009); Also see

Space Treaty which states that all people should

benefit from outer space. People can be inspired

to learn more about international law and

international space treaties.

1.2 IT’S THE LAW

The preamble of the Outer Space Treaty of 1967

states:

INSPIRED by the great prospects opening up

before mankind as a result of man's entry into

outer space,

RECOGNIZING the common interest of all

mankind in the progress of the exploration and

use of outer space for peaceful purposes,

BELIEVING that the exploration and use of outer

space should be carried on for the benefit of all

peoples irrespective of the degree of their

economic or scientific development,

DESIRING to contribute to broad international

co-operation in the scientific as well as the legal

aspects of the exploration and use of outer space

for peaceful purposes,

BELIEVING that such co-operation will

contribute to the development of mutual

understanding and to the strengthening of

friendly relations between States and peoples …

ARTICLE I

The exploration and use of outer space, including

the moon and other celestial bodies, shall be

carried out for the benefit and in the interests of

all countries, irrespective of their degree of

economic or scientific development, and shall be

the province of all mankind … .

Few people are aware of the existence of the

Outer Space Treaty or the terms contained

therein. In the absence of awareness, people

(https://www.youtube.com/watch?v=q3beVhDiyio; and

The Wright Brothers: The Invention of the Aerial Age –

Inventing a Flying Machine, Smithsonian National Air and

Space Museum at:

http://airandspace.si.edu/exhibitions/wright-brothers/online/fly/1899/breakthrough.cfm.

cannot prepare for the opportunities that will

arise; and so the vast wealth likely to flow to

Earth from outer space will cause ever-greater

inequality and instability in our already unequal

and unstable world. Humankind's ascent into

spacefaringness will be one of the greatest

achievements of our time. People from all nations

and all walks of life, especially youth and

students, have a chance to play a major role in the

development of outer space. The goal is to mend

the knowledge gap and thereby increase the

likelihood of reducing the widening gaps of

social and financial inequality.

2. INNOVATIVE APPROACHES:

TRIGGER ENAGEMENT

2.1 Student Engagement: Outer Space

Outreach Models for Young Kids

Walbridge participates during quiz on newly emerging

trends related to space law, space transportation, space

mining and space “shelters”. St. Louis, MO USA, June

2014

Space studies can be taken to people who have

been socially conditioned to believe that space is

not for them. For example, From June 23-25,

2014 Weeks delivered instruction on Robotics

and Newly Emerging Trends for Outer Space

Development and Space Law, summer camp

program 40-60 5-12 year olds for the Alliance of

Parents and Children for Educational

Empowerment, Inc., a Missouri nonprofit

corporation, held at Walbridge Elementary

School Community Center, 5000 Davidson Ave.,

St. Louis, Missouri. During March and April of

2014, Professor Weeks developed and taught a

Ph.D. in Outer Space Development program for

5, 7 & 8 year old children via the YMCA,

National Capitol in Washington, DC at Francis

Stevens Elementary School, Washington, D.C.

Teaching students how to research is valuable for

students of all ages and it can be as fun a hearing

a story. Roselle & Spray (2012) suggest the

following steps towards achieving this goal: 1)

choose a research topic 2) write out an initial

subtopic question 3) articulate a specific issue

related to the topic 4) formulate a research

question and a hypothesis 5) determine the

independent and dependent variables involved in

the situation being studied 6) research the

variables by locating scholarly articles in journals

and online, books, news magazines and

databanks, encyclopedias, the Internet, various

websites and databanks and other print and online

information regarding the topic and the

independent and dependent variables related to

the topic 7) develop a working thesis and 8) plan

each step of the research.

Students can also be taught, in a fun Socratic

method way, how to prevent professing a

particular unsupported bias and how to present

varying sides on an issue and varying

perspectives from diverse points of view.

Understanding the value of using scholarly

journals, books and references and official

websites and databanks is crucial to enable

students to produce written research that is likely

to be viewed as credible. Students at any age can

also be taught how to create literature reviews, an

extensive bibliography, an abstract, and

introduction and a conclusion and how to

articulate the research steps that have or will be

taken, including the research design or

methodology, analysis and discussion of the

findings can enhance the K-12 learner

experience.

Students were told stories about researching key

words related to new trends related to space

transportation, space law, space mining and space

habitats. They were also told stories about our

home – The Milky Way galaxy and other galaxies

and how Hubble and Kepler have been providing

images of what’s out there. Students were given

opportunities to image teaching themselves to

gather information and data regarding the newest

trends at a public or school library, or by using

the Internet. Teaching students how to research is

valuable for students of all ages.

Roselle & Spray (2012) suggest the following

steps towards achieving this goal: 1) choose a

research topic 2) write out an initial subtopic

question 3) articulate a specific issue related to

the topic 4) formulate a research question and a

hypothesis 5) determine the independent and

dependent variables involved in the situation

being studied 6) research the variables by

locating scholarly articles in journals and online,

books, news magazines and databanks,

encyclopedias, the Internet, various websites and

databanks and other print and online information

regarding the topic and the independent and

dependent variables related to the topic 7)

develop a working thesis and 8) plan each step of

the research.

Student engagement is critical for successful

learning. Teachers can be instructed to scaffold

space studies topics, challenges and themes over

onto the core curriculum standards. There are

certain disciplines that are considered too

difficult for many students. These include

international law, astrophysics, chemistry,

physics and higher level mathematics. Many of

these disciplines are related to space activities.

Students seems to learn best when shown how

what they are learning relates to real world

concerns. This is why we propose exposing all K-

12 and preschool children to knowledge

regarding advanced space transportation, space

mining, space habitation and related phenomena.

For example, knowledge and information

regarding spacecraft propulsion needs required

for interstellar space travel, requires students to

understand, or at least to consider higher

mathematics. Understanding space mining

proposals required students to understand the

value and potential uses of platinum group metals

and other precious metals and natural resources.

This type of information exposure can generate

interest in the studying the periodic table,

astrophysics or chemistry. Understanding and

seeing the terms contained in the international

space law treaties can inspire and enable students

to feel a higher level of privilege by knowing and

understanding rare and valuable streams of

knowledge.

Students worked in teams to solve open ended

problems that they were familiar with, or that they

were introduced to. Lesson plans based on this

model could create space exploration and

development scenarios which would require

students to create solutions drawing upon the arts,

play, robotics, law, and social studies. Students

were allow time to work together and alone, to

manage their time, to ask questions, to do

research, to communicate in various formats, to

evaluate their own learning, and assess the

strength of their solution with the teacher only

acting as moderator. This model treats the student

as being as competent and capable to develop a

solution to a real world concern as a professional.

2.2 Via Art

2.3 Via Toy Robotics Kits

The children were given time to paint, draw and

color while reflecting on their outer space

knowledge. Children were also allowed to self

select into working groups to assemble robotics

kits.

2.4 Overcoming Public Apathy in the United

States with Meaningful Education

The global general public does not seem to be

concerned about outer space development. They

should care, however, since they have been the

prime investors in the research and development

phase of outer space development. As it stands,

only a few space experts, policymakers, and

entrepreneurs, and a few others, are able to

interpret recent events regarding the development

of outer space. However, many people do care

about jobs, educational and investment

opportunities, and securing meaningful futures.

In these times of crashing economies, job loss,

high unemployment rates, and school system

failures, people are searching for ways to create

prosperous futures for themselves and their

families. A public awareness marketing

campaign can reverse this imbedded ideology.

3. THE YOUNG EARTHSPACE

SCIENTISTS PROGRAM

The Young EarthSpace Scientists Training and

Development Program exists to inspire young

people from around the globe to pursue careers in

science, technology, engineering & mathematics,

as well as and non-scientific fields, including

environmental conservation using earth & space

exploration paradigm. The concept involves the

belief that if children are exposed to science,

technology, engineering, environmental

stewardship and other disciplines early, they are

more likely to be able to master knowledge in

these fields. Artwork is encouraged since it is

believed to be able to demystify the science

behind phenomenon or broaden people’s

understanding. The student participants are

exposed to scientific advancements with the hope

of stressing and instilling in them the importance

of scientific efforts. The aim is to help yield more

scientists and global citizens, future political

leaders and business managers who are also

versed in engineering, physics and higher

mathematics concepts in their decision making

processes.

Image credit: EarthSpace

Some YESScientists in Nigeria with Ayodele Faiyetole

undergoing training on solar processes (10 October, 2007).

The equipment was donated by Stanford Solar Center.

.

The YESS program includes a mentor and

networking program, connecting elementary

through the pre-university students with young

professionals from reputable local organizations

and institutions. These connections are a key part

of the program’s focus on personal development

and patriotism. In August 2009, YESScientists in

Nigeria led the way in the maiden Space Society

space contest [4]. In 2010 YESScientists are

submitting entries for the 2011 Humans in Space

Symposium (International Youth Space Art

Competition).2

YESScientists Oluwabukola Akinremi and

Oluwakemisola Agoyi winners in Nigerian

YESS/USA Space Society space contest (4

August, 2009). Image credit: EarthSpace.

4. THE NEED FOR SPACE OUTREACH

In the United States, the leading spacefaring

nation, certain populations are currently

accidentally being left out of the outer space

development process. In other nations, outer

space development has not been made the

ultimate priority. All people must be brought into

an immediate consciousness of the urgency of

outer space development.

The Outer Space Treaty of 1967 states that outer

space should be developed in a way that benefits

all humankind. The terms of the international

agreement were negotiated for ten years by a

community of nations. After carefully

considering how to insure peace, the framers of

the Outer Space Treaty determined that outer

space would be legally designated as belonging

to “the province of mankind”, for the benefit of

all mankind, irrespective of the degree of

economic or scientific development. Although

the treaty deems outer space and its resources to

2 Information was also mentioned in “Educational

System and the Scientific but people-oriented

belong to “the province of mankind”, only a few

people are aware that outer space is developing.

Without public awareness, everyone cannot

benefit.

In addition, space research and development has

been paid for by the global general public.

However, most people benefit only at the

consumer level by being able to purchase and/or

use various goods and services. Significant

benefit and participation in emerging space

industries requires knowledge, awareness and

access to information. While it is increasingly

common practice to bemoan big government,

there is not as much recognition of the role that

government agencies play in science and

technology. Most space agencies, including

NASA, are funded by the general public. Thus,

research and development technologies,

arguably, belong to the taxpaying public. As a

matter of equity and fairness, this is a valid reason

for insisting that a broad range of people be

brought into the preparation for and development

of outer space. Great nations proclaim the

importance of upholding democratic principles

such as equality. For the most part, while “the

people” provide the funding for space research,

development and technology, “the people”

typically do not benefit from new industry

creation to the same extend that key actors

usually do. More of the general public must be

drawn into the elite circles of knowledge found

within the outer space development community.

More people, particularly learners of all ages,

must be inspired by and informed of outer space

development in order to take action in the field.

More people need to be included in the planning

and design stages of space industry, which may

prove to be as powerful as the industrial

revolution.

5. CONCLUSION

For many years, space studies have remained the

exclusive purview of engineers, scientists and

technology experts. By opening the door of space

knowledge to every student, we can produce a

broader spectrum of interest and engagement,

once people feel empowered to participate in

education” by Ayodele A. Faiyetole, Yuki Takahashi,

Serena Eley, and Serina Diniega.

outer space development. Key actors within the

outer space development community have

expressed an interest in advancing space studies

to a broader audience. With this strategy

everyone wins. We believe everyone has

something to contribute. Everyone should be

made aware that it is time - time to believe in the

necessity of outer space development.

References and Further Readings

Bailey, D. B., Bruer, J. T., Symons, F. J., &

Lichtman, J. W. (Eds.). (2001). Critical thinking

about critical periods. Baltimore, MD: Paul H.

Brookes.

Fox, Sharon E., “How the Timing and Quality of

Early Experiences Influence the Development of

Brain Architecture”, Sharon E. Fox, Pat Levitt

and Charles A. Nelson, III, Child Development

(January/February 2010, Volume 81, Number 1,

pages 28-40.

Grossman, Gene M. & Elhanan Helpman,

"Endogenous Innovation in the Theory of

Growth," Journal of Economic Perspectives,

American Economic Association, Vol. 8(1),

pages 23-44, (Winter 1994).

Knudsen, E. I. (2004). Sensitive Periods in the

Development of the Brain and Behavior. Journal

of Cognitive Neuroscience, 16, 1412–1425.

Martin, S.L., C.T. Ramey & S.L. Ramey (1990).

The Prevention of Intellectual Impairment In

Children Of Impoverished Families: Findings Of

A Randomized Trial Of Educational Daycare,

American Journal of Public Health, 80, 844–

847.

Nelson, C.A., C. H. Zeanah, N.A. Fox, Marshall,

P. J., Smyke, A., & Guthrie, D. (2007).

Cognitive recovery in socially deprived young

children: The Bucharest Early Intervention

Project. Science, 318, 1937–1940.

Roselle, Laura and Sharon Spray, Research and

Writing in International Relations (Longman,

New York 2012).

See www.odysseyofthemind.com