Blog Archive

Science, education, and democracy
I mentioned earlier that the Ohio evolution debate had reached the New York Times. The article and the debate raised some questions in my mind. Feedback is welcome.
How does science and scientific debates relate in a democratic and public school system? Do parents have right to support curriculum that academic specialists don’t agree with? The vast majority of parents will be unable to spend the time and energy it likely requires to master the evolution debate. I myself have not been able to spend the time necessary to really follow through on key aspects of the controversy. How are they to have input on the debate when scientists swoop in and insist that evolution is totally accepted and that questioning that is a dangerous and foolish step? How are school boards and state boards to deal with parental concerns about the teaching of evolution in schools?
Relatedly, how does it hurt to spend a day on the controversy surrounding evolution as a teaching tool? How can discussing the criticisms of evolution legitimate and wacky hurt students?
How does one define science? Is it simply the scientific method? Is it falsification? How crucial is peer review to the definition of science? Do criticisms that come from outside the scientific community have less standing? Where does one deal with issues of the philosophy of science and the history of science? Does science include admitting the mistakes?
How is Intelligent Design an attack on science?
How is a discussion of religion and inherently bad thing?
I will try to give some tentative answers myself tomorrow . . .