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Originally Posted by AXOmom
(Post 1992019)
You are entirely correct about the definitions, and my use of theory was not accurate for science. My intent was simply to point out a respectful way to acknowledge different beliefs and that at this point there are very few things in the world (evolution included) that can be proven beyond dispute. I would add that evolution is broad term that generally refers to three different things- well, three primary things, and the typical high school science class deals with two: macro and micro evolution. Of those, my opinion is that only micro evolution fits the scientific definition of a theory and macro doesn’t work within that definition (on a much more minor and completely irrelevant point – gravity can be both a theory and a law depending on its use).
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I do understand your viewpoint, although scientists in the field disagree and see and show a lot of evidence for evolution as a process that occurs from macro to micro.
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I would disagree with the website's contention that creationism is fudge science. I would add the qualification that creationism, like evolution, is a broad term that can cover many points of view, so I suppose, depending on what curriculum they were specifically proposing it could have been, but if they are talking about it in the general sense, I would see that as an unfair characterization. I know that the majority of the scientific community holds to evolution as an explanation for the origin and development of life on this planet, but there are scientists who disagree or at least see some flaws in macro evolution, hold to creationism, and who are qualified to know enough about the subject to have credible opinions.
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Well first, creationism isn't science at all, it's belief. Intelligent Design is the "fudge science" which is basically creationism wrapped up in the trappings of the scientific method without actually being processed through them. People in Kansas, and elsewhere, propose Intelligent Design as an equally plausible scientific alternative to evolution when really, that's not true in any way shape or form. And while there are scientists who support it, we're not talking about a 50/50 split here, we're talking about something the US National Academy of Sciences, The US National Science Teacher's association, and the American Association for the Advancement of Science all call psuedo or junk science. It's an overwhelming consensus.
The base problem with Intelligent Design is that there is no way to test the theory. Most of its components, irreducible complexity and the fine-tuned universe for example, mostly say "hey this is so unlikely there's no way it could have just happened, right? So someone must have made it!" You can't actually test that. We can't say that life would never have existed under different universal constants for example because we haven't the foggiest idea.
There is, unfortunately for proponents, not a lot of other arguments than that. Most "evidence" comes down to the equivalent of the "hey there are monkeys still around so we couldn't have came from them" quality.
That's not to say that a belief in religious (or alien, or FSM or whatever) creationism is
wrong just that it's not
science.
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I’m going to leave it at that (although I have a great book recommendation on this as well) because I don’t want this thread to become a discussion of evolution rather than theology. That wasn’t my intent. My point, and I think you and I agree on this, would be that no matter what you think of another person’s beliefs on any subject, you need to treat him or her with civility. Debating ideas is always a good thing and disrespectful side swipes like the professor’s just shut that down. I hold that they are used by those who know very little about opposing viewpoints and are somewhat insecure in their own.
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Eh this thread will go where it will. And while side swipes are common among 'friendly audiences' they're not conducive to understanding.
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Originally, I understood and somewhat agreed with your point that as long as they weren’t making offensive comments directed at those who hold to creationism, there was no particular reason for a teacher to mention that creationism was another viewpoint students could research on their own. As I gave it some more thought though – I guess my question would be: Why wouldn’t they? I don’t think they HAVE to say that, but if it keeps a substantial group of parents and their children happy, what’s the harm? What concerns would a teacher have about a student doing that?
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I think of it this way, if you present the "well other people think differently" on every subject where there's dissent, you'd never teach anything. There are people who believe the earth is flat, or hollow (and we're on the inside), there are people who believe we never landed on the moon and so on. It's important to handle the issue if the question is raised, and it's important to teach all widely accepted views of an issue within the field, but I don't see a reason to bring up religion in science class unless a kid asks about it. (And there is no other widely accepted scientific view on evolution.)
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This isn’t a perfect analogy because English is a more subjective subject than science, but let’s say I’m getting ready to teach Huck Finn. I know that recently there have been controversies surrounding the book, and it’s been pulled in a lot of districts because there are those who feel it has racist undertones. The district and I both disagree with this. I don’t think there is much evidence for that view, and I feel there is substantial evidence to the contrary. Still, there are many who disagree, and I know there are some literature professors who disagree (although they are a decided minority). As a teacher, the first thing I would do when I introduce the book is to acknowledge the controversy. I would explain why I feel the book is anything but racist while acknowledging that there are those who feel differently and have every right to do so. At that point, yes, I would let my students know that while we aren’t going to spend time debating that issue in class, they are more than welcome to read material on their own from those who feel otherwise and draw their own conclusions. Why? Well, my job as a teacher isn’t to determine what they shouldn’t learn or know. My job is to expose them to information, beliefs, and viewpoints as much as I can and to give them the tools (evidence and logic among others) to determine the validity of those beliefs and viewpoints. I can’t mention every idea coming down the pike, but when they know full well there is a substantial amount of controversy surrounding some part of my curriculum I honestly feel I would be irresponsible as a teacher not to at least acknowledge that fact. I can guarantee that someone in that classroom will bring it up, so I might as well be prepared for it and “head it off at the pass” so to speak.
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The difference, in my head, is that you need to address the issue in advance with a book like Huck Finn because there are differing viewpoints that are widely held within the community. And it is inherently difficult because of the language used and the time period it's in. I would encourage you to think particularly of any minority students in your class and how it's going to feel to them to be hearing the N-word repeatedly. Huck Finn has a lot of value, but I'm not so sure it's necessary to be required reading for kids, particularly when their own self image is going to be impacted by the book and probably not addressed well by the teacher.
As a teacher it is your job to decide what they're going to learn
in class. You will always have to make decisions about what is appropriate and what is ideal and every subject has its own standards. No one's asking science teachers to tell kids not to read things at home but you know as well as anyone that class time is limited.
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I would say again, you have been a great example throughout this thread of how to debate an issue with reason and respect. That is, no doubt, a by-product of that Jesuit education!
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Damn them and their reasonableness ;)