Compare the efforts by Denyse O'Leary to teach about the so-called "controversy" surrounding Intelligent Design with the efforts by the
McGill Journal of Education to instruct teachers as to the topic of evolution.
The former strictly belongs in a category of "Pastoral Care" while the latter focuses on science teachers. Not surprisingly since Intelligent Design is mostly a religious controversy over a the distinction between materialism (read atheism) and theism (read Intelligent Design). However science is not materialistic but rather uses the very successful method of "methodological materialism" or "scientific method" to study the world around us.
The impact of ID's position on science is immediately noticeable as it refuses nay is inherently unable to provide any scientific explanations beyond proclaiming that our ignorance is evidence of something called "design" where "design" is nothing more than the "set theoretic complement of regularity and chance". If science cannot yet explain a particular feature, ID is quick to fill the gap, often very temporarily, with "design" rather than accepting the scientific position of "we don't know".
The
journal focuses in this issue on "an effort to encourage dialogue around the teaching and learning of evolution/un effort pour encourager le dialogue quant a l'enseingement et l'apprentissage te l'evolution" and we recognize several well known names such as Piglicucci, Eugenie Scott, Glenn Branch and more who have dedicated much of their career to improving science education.
The editorial focuses on introducing why evolution is a difficult educational topic even though biological evolution
..., the scientific principle that the diversity of life on Earth has arisen via descent with modification from a common ancestry, has been recognized by all major scientific societies and science education
organizations as the central and unifying principle of the biological sciences.
there are some difficulties when it comes to the teaching and learning of evolution:
However, the teaching and learning of evolution has faced difficulties ranging from pedagogical obstacles to social controversy. These include two distinctive sets of problems: one arising from the fact that many evolutionary concepts may seem, at least initially, counterintuitive to students, and the other deriving from objections rooted in religion.
The editors conclude with expressing their hopes
We hope that the articles in this issue will encourage dialogue among scientists, educators, administrators, students, parents, and citizens concerned about science literacy. We further hope that our efforts will lead to future research into the teaching and learning of evolution at all levels.
I particularly recommend the article by Eugenie Scott on
WHAT'S WRONG WITH THE "TEACH THE CONTROVERSY" SLOGAN? / EN QUOI LE SLOGAN « ENSEIGNER LA CONTROVERSE » POSE T'IL LE PROBLÈME ?
Eugenie C. Scott
Abstract
Teachers are often exhorted by creationists to “teach the controversy.” Although such encouragement sounds on the surface like a proposal for critical thinking instruction, the history of the creationist movement in North America belies this claim. Rather than teach students to analyze and evaluate actual scientific controversies, the intent of “teach the controversy” exhortations is to have teachers instruct students that evolution is weak or unsubstantiated science that students should not take seriously. Such instruction in alleged “evidence against evolution,” or “critical analysis of evolution” would seriously mis-educate students, and should be resisted by teachers and administrators.
EN QUOI LE SLOGAN « ENSEIGNER LA CONTROVERSE » POSE T'IL LE PROBLÈME ?
Résumé. Les créationnistes encouragent souvent les professeurs à « enseigner la controverse ». Même si au premier abord de tels encouragements peuvent ressembler à la proposition d’une méthode de pensée critique, l’histoire du mouvement créationniste en Amérique du Nord dément cette affirmation. Plutôt que d’enseigner aux étudiants comment analyser et évaluer des controverses actuelles scientifiques, la finalité des exhortations à « enseigner la controverse » consiste à faire en sorte que les professeurs enseignent aux étudiants que l’évolution est une science faible ou non corroborée et que les étudiants ne devraient donc pas la prendre au sérieux. De telles directives quant à la présumée « preuve contre l’évolution » ou l’« analyse critique de l’évolution » contribueraient à sérieusement inculquer aux étudiants des connaissances erronées, et les professeurs et les administrateurs doivent résister à ces directives.
Articles
WHAT ARE STUDENTS TAUGHT ABOUT EVOLUTION? / QU'ENSEIGNE-T-ON AUX ÉTUDIANTS À PROPOS DE L'ÉVOLUTION ?by Randy Moore
CANADIAN PRE-SERVICE ELEMENTARY TEACHERS’ CONCEPTIONS OF BIOLOGICAL EVOLUTION AND EVOLUTION EDUCATION / CONCEPTIONS DES FUTURS ENSEIGNANTS CANADIENS À L’ÉLÉMENTAIRE SUR L’ÉVOLUTION BIOLOGIQUE ET L’ENSEIGNEMENT DE L’ÉVOLUTION by Anila Asghar, Jason R. Wiles, Brian Alters
LEARNING EVOLUTION AND THE NATURE OF SCIENCE USING EVOLUTIONARY COMPUTING AND ARTIFICIAL LIFE / APPRENDRE L’ÉVOLUTION ET LA NATURE DES SCIENCES AU MOYEN DU CALCUL ÉVOLUTIONNISTE ET DE LA VIE ARTIFICIELLE by Robert T. Pennock
BUILDING AN UNDERSTANDING OF EVOLUTION: AN ONLINE RESOURCE FOR TEACHING AND LEARNING / DÉVELOPPER UNE COMPRÉHENSION DE L’ÉVOLUTION : UNE RESSOURCE EN LIGNE POUR L’ENSEIGNEMENT ET L’APPRENTISSAGE by Judy Scotchmoor, Anastasia Thanukos
UNDERSTANDING EVOLUTIONARY CHANGE WITHIN THE FRAMEWORK OF GEOLOGICAL TIME / COMPRENDRE LE CHANGEMENT ÉVOLUTIF AU SEIN DE LA STRUCTURE DU TEMPS GÉOLOGIQUE by Jeff Dodick
WHAT'S WRONG WITH THE "TEACH THE CONTROVERSY" SLOGAN? / EN QUOI LE SLOGAN « ENSEIGNER LA CONTROVERSE » POSE T'IL LE PROBLÈME ? Eugenie C. Scott
Opinion
TEACHING EVOLUTION EFFECTIVELY: A CENTRAL DILEMMA AND ALTERNATIVE STRATEGIES / ENSEIGNER EFFICACEMENT L’ÉVOLUTION : UN DILEMME CENTRAL ET STRATÉGIES PARALLÈLES by Craig E. Nelson
THE EVOLUTION-CREATION WARS: WHY TEACHING MORE SCIENCE JUST IS NOT ENOUGH / LA DISCORDE ÉVOLUTION-CRÉATIONNISME : POURQUOI UN ENSEIGNEMENT ACCRU DES SCIENCES NE SUFFIT PAS by Massimo Pigliucci
Book Reviews
TEACHING BIOLOGICAL EVOLUTION IN HIGHER EDUCATION: METHODOLOGICAL, RELIGIOUS, AND NONRELIGIOUS ISSUES (By: Brian Alters) Reviewed by: Glenn Branch
THE PLAUSIBILITY OF LIFE: RESOLVING DARWIN'S DILEMMA (By: Marc W. Kirschner & John C. Gerhardt) Reviewed by: Andrew J. Petto
I encourage our readers to click on of the two "contribute" links at
website to support Open Access to this journal.
27 Comments
txjak · 21 October 2007
What's unfortunate about the web page for that issue, http://mje.mcgill.ca/issue/view/54 is that it has Google Ads on it.
Three of the five ads I saw this morning were for anti-evolution organizations - gnmagazine.org, multimediaapologetics.com, and creationministries.org.
Isn't there a way to keep objectionable ads off of a site?
PvM · 21 October 2007
Such is the price to pay for free and open journals. Well worth it.
Mats · 22 October 2007
PvM,
Funny how you equate methodological naturalism with "scientifc method", as if they are one and the same.
But anyway, I noticed that Watson's controversial comments went largely unnoticed by you. You seem to post pretty much everything concerning Darwinism, but "strangely", Watson's words, and his basing on evolutionary theory, somehow passed way above your radar. How come?
Too unconfortable for you, PvM?
Mats · 22 October 2007
Christophe Thill · 22 October 2007
The French translation of Eugenie Scott's abstract is very poor and awkward. Just one example: "actual" is translated as "actuel", meaning "current". The correct word is "réel". That's the kind of "false-friend" you're told about when you learn English in high school.
Nigel D · 22 October 2007
FL · 22 October 2007
fnxtr · 22 October 2007
So, FL, are you a 'cdesign proponentsist'?
FL · 22 October 2007
Frank J · 22 October 2007
FL,
If the ID "hypothesis" is true (assuming that you mean that some designer is ultimately responsible for some features of biology) then it's still evolution, just not the IDers' "Darwinism" caricature.
The ID scam, including the designer-free phony "critical analysis," facilitates personal belief in the mutually contradictory creationist accounts because it misrepresents evolution and encourages unreasonable doubt. But cheif IDers must know that those creationist accounts are failures, because all they would have to do to get something alternative taught is to simply state and test what happened, when and how that contradicts what mainstream science has determined. The fact that they are retreating from what few such claims they have made in the past is a clear indication that they know that ID is nothing but a scam, with no promise at all as science. That, and not any reference to God, is what makes it a religious idea.
Glen Davidson · 22 October 2007
Nigel D · 22 October 2007
Glen Davidson · 22 October 2007
Glen Davidson · 22 October 2007
Torbjörn Larsson, OM · 22 October 2007
Henry J · 22 October 2007
Henry J · 22 October 2007
Jason R. Wiles · 22 October 2007
From an editor of MJE 42 No. 2...
The creationist ads, in fact all ads, have now been removed.
Cheers,
Jason
Stanton · 22 October 2007
PvM · 23 October 2007
Stanton · 23 October 2007
PvM · 23 October 2007
PvM · 23 October 2007
PS, Mats, you still owe us an explanation as to how ID defines design.
I am patient and will surely be happy to remind you whenever you show evidence of short term memory loss.
In Christ my dear friend.
PvM · 23 October 2007
Perhaps Mats can explain to us what scientific relevance a supernatural explanation has and why ID has failed to present ANY such explanation?
That by itself shows the scientific infertility of Intelligent Design
Torbjörn Larsson, OM · 23 October 2007
txjak · 23 October 2007
The web page for that issue, http://mje.mcgill.ca/issue/view/54, has been sanitized of ads (objectionable or otherwise).
You can also support the McGill Journal of Education with a small donation there.
Henry J · 23 October 2007