Meadmaker
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- Joined
- Apr 27, 2004
- Messages
- 29,033
What are we afraid of?
Is that really it?
Let's suppose that we all believe in evolution, and we want the next generation to do the same.
Consider two approaches to teaching the subject in high school biology.
Approach 1: Class, in this course you will be taught evolution. It is the only scientific theory about the origins and devlopment of life on Earth. The others are ignorant superstition akin to belief in Santa Claus. Now, chapter 1:
Approach 2: In this class, we will discuss different concepts of the origin and devleopment of life on Earth. Evolution is a scientific theory that explains all the known evidence. (Insert evidence here.) It is accepted by almost all scientists.
There is another hypothesis called "intelligent design". The people who support this believe that life exists and was created by a designer, presumably God. They point to something called "irreducible complexity" as support for their claims. However, their claims are disputed by many scientists. Here are some of the claims and counterclaims made by ID proponents and detractors.
Meanwhile, one particular form of ID is creationism. That theory asserts that the world and life were created in accord with a literal account of Genesis. That has several problems as a scientific theory, such as....
No one has yet devised an experiment that can definitively prove Evolution or ID as competing alternatives. Indeed, some supporters of ID also believe in evolution.
Which of those two approaches would be more effective in educating young people about evolutionary theory in such a way that they are more likely to see why it is accepted by so many scientists. I think approach number 2 is more effective. The only downside is that you would have to allow the possibility in discussing number 2 that God exists. I don't see that discussion as a downside myself. I'm not afraid to let students make up their own minds about science or about God.
The teaching of something that isn't scientific in a science class.
Is that really it?
Let's suppose that we all believe in evolution, and we want the next generation to do the same.
Consider two approaches to teaching the subject in high school biology.
Approach 1: Class, in this course you will be taught evolution. It is the only scientific theory about the origins and devlopment of life on Earth. The others are ignorant superstition akin to belief in Santa Claus. Now, chapter 1:
Approach 2: In this class, we will discuss different concepts of the origin and devleopment of life on Earth. Evolution is a scientific theory that explains all the known evidence. (Insert evidence here.) It is accepted by almost all scientists.
There is another hypothesis called "intelligent design". The people who support this believe that life exists and was created by a designer, presumably God. They point to something called "irreducible complexity" as support for their claims. However, their claims are disputed by many scientists. Here are some of the claims and counterclaims made by ID proponents and detractors.
Meanwhile, one particular form of ID is creationism. That theory asserts that the world and life were created in accord with a literal account of Genesis. That has several problems as a scientific theory, such as....
No one has yet devised an experiment that can definitively prove Evolution or ID as competing alternatives. Indeed, some supporters of ID also believe in evolution.
Which of those two approaches would be more effective in educating young people about evolutionary theory in such a way that they are more likely to see why it is accepted by so many scientists. I think approach number 2 is more effective. The only downside is that you would have to allow the possibility in discussing number 2 that God exists. I don't see that discussion as a downside myself. I'm not afraid to let students make up their own minds about science or about God.
