A recent guest article in the Washington Post gives a brief overview concerning teaching “controversies” like evolution and global warming in our schools. The writer then makes several good points as to why sound science like evolution need to be taught despite the constant opposition. For instance:
Science is not determined by a popular vote. Scientists work very hard to not only investigate nature, but also to share their discoveries, challenge one another, and build consensus around ideas that have sufficient evidence. There are legitimate controversies in science — based on disagreements about what the evidence shows. Challenges rooted in religious beliefs are not in this category. The theories of evolution and global warming have both endured rigorous scrutiny – and the scientific consensus is clear.
This article is a keeper for future reference.
I read the Post article and then followed a link there to an earlier article in the Post where Cody Lays out his plan for the year on how to teach evolution and Climate change, It starts in the first weeks of the year with a clear delineation of what science is and is not and is another Keeper! I am pleased to say that my district and my school have provided leadership in just this approach as does the Nature of Science section of the new science standards. Right now my seventh grade classes are learning about and discussing with great interest how evolution and adaptation are related. We are looking at insecticide resistance in fleas and bed bugs. Most of my dog loving students have observed this resistance and we will now learn the mechanisms of natural selection that brings this about. My answer to the statements about being related to monkeys is that 25% of our DNA is identical to that of a banana. It defuses the situation with laughter and focuses on the fact that all living things are related genetically which is an important understanding I want my students to go forward with. Great guidelines in both articles. 😉