Astrophysicist Neil DeGrasse Tyson has made quite an extraordinary observation about the controversial actor Charlie Sheen – did you know that Mr. Sheen is “is scientifically more literate than most”?
Given that one of my primary goals is to enhance public literacy about science and technology, such a statement – well, bothers me. I’m not sure which to question first – the judgment of Neil DeGrasse Tyson or the “scientific literacy” of a troubled albeit talented comedian/actor. Where does one even begin?
From my colleague Sheril Kirshenbaum, author of “The Science of Kissing”:
Everyone seems to be speculating about Charlie Sheen. The media paints things any way they want, and as a blogger, admittedly, with this post I add to the hullabaloo. But I’d like to contribute something to the conversation. I’ve seen Dr. Drew describing Sheen’s unusual behavior as possibly “drug induced,” bipolar, and/or manic. Meanwhile, he has reportedly tested negative for drugs and Neil DeGrasse Tyson recently tweeted: {see above}
Now I don’t know Charlie Sheen and cannot imagine what his lifestyle is really like. The media’s portrayal is assuredly not the full story.
That said, I suspect he may have more dopamine receptors dotting the tips of his nerve cells than the average man. Dopamine is a powerful chemical associated with craving, desire, and stimulation of pleasure-pathway nerves in the brain. As I explain in my book, research suggests that a high number may predispose us to sexual promiscuity or addictive behavior.
Should this be the case, then Sheen would be-as he describes-literally on a drug called “Charlie Sheen.”
Brilliant, Sheril!
For reference, here’s a reasonable definition of scientific literacy:
According to the United States National Center for Education Statistics, “scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity”
The scientifically literate person possesses the capability to:
• understand experiment and reasoning as well as basic scientific facts and their meaning
• ask, find, or determine answers to questions derived from curiosity about everyday experiences
• describe, explain, and predict natural phenomena
• read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions
• identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed
• evaluate the quality of scientific information on the basis of its source and the methods used to generate it
• pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately