[Taxacom] evolution education

[John Grehan]

In either case one is persuaded in some way or another of a particular
perspective - and so the decision is a belief. I believe the world is
roundish, not flat. Many people believe it to be a scientific fact that
the chimpanzee is our nearest relative. I believe evolution has
occurred. Any of these beliefs could be wrong, but they are beliefs
nevertheless.

John Grehan



-----Original Message-----
From: taxacom-bounces at mailman.nhm.ku.edu
[mailto:taxacom-bounces at mailman.nhm.ku.edu] On Behalf Of fautin at ku.edu
Sent: Monday, February 07, 2011 10:17 AM
To: Richard Zander
Cc: taxacom at mailman.nhm.ku.edu
Subject: Re: [Taxacom] evolution education

I learned from Genie Scott how pernicious it is to speak or write of 
"believing in evolution."  Unlike religion, it is not a matter of belief

-- it is a matter of persuasion by evidence.


Daphne G. Fautin
University of Kansas
1200 Sunnyside Avenue
Lawrence, Kansas 66045-7534  USA

telephone 1-785-864-3062
fax 1-785-864-5321
evo user name fautin
website http://invertebratezoology.biodiversity.ku.edu/home

       direct to database of hexacorals, including sea anemones
               newest version released 22 December 2010
         ***http://hercules.kgs.ku.edu/Hexacoral/Anemone2***


On Mon, 7 Feb 2011, Richard Zander wrote:

> This exchange is crucial, I think. Particularly " the problem being
the
> absence of evolution being taught as a science rather than a belief
> system (and a particular evolution belief system at that)."
>
> There are three important definitions of science in Websters III. One
is
> any systematized body of knowledge, as in the "science of boxing."
> Another is systematized and classified knowledge about the natural
world
> obtained and tested through the scientific method. The third is the
> observation and classification of facts with the establishment of
> verifiable general laws, chiefly by induction and hypotheses. (Much
> paraphrased.).
>
> The public recognizes the first, of course, and it is trivial or
obvious
> or annoying to most Taxacomers. I think John Grehan recognizes the
> second, mostly, because it emphasizes method. I like the third because
> it emphasizes induction. Thus, we talk past each other, in my opinion.
>
>
>
> * * * * * * * * * * * *
> Richard H. Zander
> Missouri Botanical Garden, PO Box 299, St. Louis, MO 63166-0299 USA
> Web sites: http://www.mobot.org/plantscience/resbot/ and
> http://www.mobot.org/plantscience/bfna/bfnamenu.htm
> Modern Evolutionary Systematics Web site:
> http://www.mobot.org/plantscience/resbot/21EvSy.htm
>
>
>
> -----Original Message-----
> From: taxacom-bounces at mailman.nhm.ku.edu
> [mailto:taxacom-bounces at mailman.nhm.ku.edu] On Behalf Of John Grehan
> Sent: Sunday, February 06, 2011 4:43 PM
> To: taxacom at mailman.nhm.ku.edu
> Subject: Re: [Taxacom] evolution education
>
>
> Jeff concluded
>
> "I would argue that eliminating evolution from high school science
> education at best maintains our current situation, while continuing
our
> teaching of evolution does no additional harm, but has the potential
for
> good. I think you could possibly make an argument that we never
> should've taught evolution in high school, but now that you have,
> removing it would only remove the opportunity to fix the
misconceptions
> that exist in the general population and could possibly increase
> tensions between the perceived "believers" and "nonbelievers". The
> solution is in better teachers and better curriculum."
>
> Yes one could argue that, just as much as the opposite. As for
> misconceptions, I would argue that this is not the problem, the
problem
> being the absence of evolution being taught as a science rather than a
> belief system (and a particular evolution belief system at that).
>
> John Grehan

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