@farmerman,
Quote:Im dubious because of the intro you gave to the development of such a survey course. You made it sound as if all the "information" both pro and con a subject like evolution would be discussed. Is that what you really meant? If it is, we must recognize that whatever we present to kids in a survey course that serves as a "bad example of past thinking" can often be confused with something truly scientific.
Yeah - I covered that in my first post:
Quote:2) Much of it is still theoretical premise and would have to be presented as such. And it gets a little confusing to kids when you try to mix too much of the theoretical with the factual and expect them to remember which is which.
So when ci suggested that I define science as a beginning point - although I specifically said three times this would be a separate learning opportunity apart and away from the required science curriculum - I immediately thought - 'No, the first thing you'd do is develop a working definition of 'theory'. So there'd be no confusion as to what is and isn't theory and what is and isn't established fact.
Quote:Im concerned that students be given the full bag of tricks in their science curricula and not have it watered down with mere speculation that is posing as "Alternative theories" > ESpecially in a survey seminar(As I infer from you posts) where there are neither course prerequisites nor any attempts to keep the students fully informed on how the scientific thought processes develop.
Except that as I said at least three times now - this would not be a part of the required science curriculum. I would envision it as being :
(from my second post two pages back)
Quote: a really interesting sort of hybrid course - but only if you could find teachers who were willing to suspend their own agenda and be objective enough to gather and present all the information in an evenhanded manner. The point would be for the students to be given the information - not for the students to be guided into an opinion.
which also spoke to your next qualm about it:
Quote: (A TEACHER WIELDS ONE HELL OF A WEAPON BY BEING ABLE TO SELECT AND COLOR THE INFORMATION THAT HE/SHE PRESENTS)
In terms of preparing anyone for a career in the sciences, I'd envision this course as being more geared toward critical thinking overall-gathering all the available information- established facts, as well as current trends in cultural, historical and political climates that maybe even influenced which theories are more likely to funded for further research and why, depending upon which socio/political and religious power base holds sway at any given time in a society.
It'd be extremely educational for these students in terms of the life they live as a citizen of their country, which is at least as important as job preparation (when you're seventeen) because most kids in highschool are working at Burger King or something - career paths start a little further down the road.
And yeah, there are libraries and college courses, etc., etc...but I thought this thread was about how to present this information in the public school system which to me meant highschool. I think this would be a good start.
