Fairness in Teaching Evolution in Public Schools

Autor/in	Warnick, Bryan
Titel	Fairness in Teaching Evolution in Public Schools
Quelle	In: Philosophical Studies in Education, 45 (2014), S.55-65 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Evolution; Creationism; Science Instruction; Public Schools; Controversial Issues (Course Content); Scientific Concepts; Theories + Suchen Sie Ihr Suchwort? Schöpfungstheologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Public school; Öffentliche Schule; Controversial issues; Kontroverse; Theory; Theorie
Abstract	In this article, Bryan Warnick discusses not so much whether creationism should be taught in schools, but how evolution should be taught. He contends that if we are going to prohibit the teaching of something like Intelligent Design (ID) in science classrooms because it is unscientific, what implications does that then have for how we teach evolution? Warnick's goal was to uncover the most fair and consistent position. To analyze fairness in science class, it must first be acknowledged that there is much overlap of the biological and geological basics between the Darwinian evolutionist and the ID theorists. After further evaluation, Warnick concludes that, when the theories converge, as they do when they both make claims about what stands behind nature, they should be treated the same. Another way to be fair is to open science class to the philosophical debate about what lays behind nature, and give both sides a voice in this long and heated debate. (As Provided).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://www.ovpes.org/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10