Following the conversation noted below, there’s an interesting conversation over how the narrative surrounding life’s origins should be shared in the classroom. To mention “design” or not. Reading this thread made me think, what’s to be explained next?
Continuing the discussion from Bias Against … :
It’s pretty easy for me to put myself into a student’s shoes. I think that the two most likely issues to arise following Neil’s response above would be these two:
- Well, how do you think it originated?
- You have taught us about OOL experiments that did not pan out, are they continuing today?
@Timothy_Horton mentioned that it is unnecessary to mention all of the the aspects that we don’t know, and that makes good sense.
@Eddie seems to think that it is likely that the issue of design will find its way into the conversation.
@nwrickert says that we should leave it neutral, and just say we don’t know how it happened.
I’m just curious (and maybe many here have experienced this in the classroom)… what happens next in the conversation? I don’t see the dialog stopping naturally at “we don’t know.” What do you think?
Does the fact that OOL research continues change the rules regarding the discussion? Or no?