vision2020
Re: Moscow's right/wrong conspiracy?
Have you read _Beak of the Finch_? If not, you might find it
enlightening.
Dale Goble
Moscow
On Fri, 14 Dec 2001, Mike Rush wrote:
> What testable hypothesis has evolution put forth?
>
> Mike Rush
>
> ----- Original Message -----
> From: "Steve Cooke" <scooke@uidaho.edu>
> To: "sean" <o2design@wsu.edu>
> Cc: "Vision2020 Listserver List" <vision2020@moscow.com>
> Sent: Friday, December 14, 2001 10:32 AM
> Subject: RE: Moscow's right/wrong conspiracy?
>
>
> > Dear Sean,
> > Creationism is a competing scientific theory if and only if it generates
> > testable hypotheses that cannot be disproved. What testable hypothesis
> does
> > Biblical creationism suggest that have not been disproved? That the world
> > was created in 7 24-hour days? Geology 101 disabused me of that
> possibility.
> > Woman was made from man? Was this the result of a cloning experiment gone
> > terribly wrong? The other way around would be easier to believe. That man
> is
> > unique from other animals? We have some unique characteristics, but we
> > acquired them the same way other animals and plants acquired theirs. Am I
> > missing something?
> > The rub for fundamentalist seems to be that they take the Bible literally,
> > and when it does not bear up under close scrutiny then the scrutinizers
> are
> > wrong and bad. I don't think so. Alternatively the fundamentalist could
> see
> > the Bible's creation story as a metaphor and a beautiful one at that,
> which
> > is what I think it is. Every culture has creation stories that are
> fanciful
> > and the one in the Bible is no different. Is one any less a good Christian
> > if they accept the Bible's creation story as a metaphor?
> > Do we really want to teach our children that we think the Bible story may
> > be right even though all the evidence is to the contrary? The world is
> > confusing enough to children without denying the facts before their eyes.
> > Steve Cooke
> >
> >
> > -----Original Message-----
> > From: sean [mailto:o2design@wsu.edu]
> > Sent: Thursday, December 13, 2001 2:33 PM
> > To: vision2020@moscow.com
> > Subject: Moscow's right/wrong conspiracy?
> >
> > Thanks for that info, Sue. I see more clearly some of the criteria
> > that are applied, however I'm still not sure if those established
> > scientific concepts allow for or encourage differing theory. I
> > assume they do, as the challenge of evolving theory is at the core of
> > investigation and discovery (ie, science). I was struck by this fact
> > and how the established view can preclude growth as I watched the
> > lastest (?) PBS show on Idaho landscapes ("Shaped by Floods"). In
> > it, the scientific establishment (geologists in this case) rejected
> > the theory of fellow inquirer.
> >
> > I remain curious to know how the major alternative theories of how
> > our world came to be (is that a safe phrase?) are handled at the
> > different secondary ed "establishments" in our town. Are they each
> > presenting alternative views, or are they teaching acceptance without
> > weighing evidence, challenging assumption, and considering
> > alternatives?
> >
> > Thanks to anyone who might share examples to answer this question.
> > s
> >
> > >
> > >Science teachers will probably weigh in on this question as well, but
> I'll
> > >start the ball rolling.
> > >
> > >Sean,
> > >
> > >Elementary teachers as will as secondary science teachers have a science
> > >curriculum that is designed to be age appropriate and based on
> established
> > >scientific concepts. Much of what they teach is tied to the National
> > >Science Education Standards published by the National Academy of Sciences
> > in
> > >Washington, D. C. These standards are based on what academy members
> refer
> > >to as "unifying concepts and processes," and are:
> > >Systems, order, and organization
> > > Evidence, models, and explanation
> > >Constancy, change, and measurement
> > >Evolution and equilibrium
> > >Form and function
> > >
> > >Teachers often refer to the above as "big ideas in science" and textbooks
> > >and workbooks often use that term, too. Those big ideas are designed to
> > >provide students with ways to examine and investigate scientific data
> and
> > >reflect on their results.
> > >
> > >I hope this provides you with the information you wanted.
> > >
> > >Sue Hovey
> > >----- Original Message -----
> > >From: "sean" <o2design@wsu.edu>
> > >To: <vision2020@moscow.com>
> > >Sent: Thursday, December 13, 2001 9:59 AM
> > >Subject: Fwd: Moscow's right wing conspiracy?
> > >
> > >
> > >> Can someone explain what the policy is that governs teachers' right
> > >> (or mandate) to cover the different theories relating to science or
> > >> other topics in the schools?
> > >>
> > >> Thanks,
> > >> s
> > >>
> > >> >
> >
>
Dale Goble
Professor of Law
University of Idaho
College of Law
Box 442321
Moscow, ID 83844
(208) 885-7976
(208) 885-7609 FAX
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