![]() ![]() ![]() Space did not permit including all of the items collected by the panel or complete crediting of the information to the colleagues who provided it, though contributors other than panel members are listed at the end of the chapter.įormal astronomy classes have their largest impact at the non-major undergraduate level. ![]() This panel report includes a number of additional examples and technical details of a few outstanding ones. The chapter on National Assets in Volume I of the AASC report presents an overview of the synergistic, educational, and cultural contributions of astronomy and astrophysics. In addition, because astronomical objects and ideas are relatively appealing to non-scientists, it seems plausible that the subject may be able to play a significant role in the essential task of revitalizing American leadership in science and technology, both by encouraging young people to consider careers in these areas and by promoting scientific awareness among the general public. It is not the intention to claim that these educational, cultural, and technological spin-offs are the sole, or even the major, justification for astronomical research, but only that they are a real part of the total picture of how science interacts with the rest of society. But there are other, less obvious, returns, and the Panel on Astronomy and Astrophysics as National Assets was charged with identifying and documenting these. (Identifying how that knowledge can best be extended in the future was the principle task of the Astronomy and Astrophysics Survey Committee (AASC)). The primary answer is, of course, scientific knowledge and all that it implies. The providers of this support can quite reasonably ask what they are getting in return for their money. Astronomy and astrophysics could not exist in their present form in this country without firm public support, expressed through the funding of research by federal and other agencies, public and private. ![]()
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