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Janine;

You raise some very interesting ideas and I hope others on this list 
will join the conversation.

There is serious concern that ignoring intelligent design by 
scientists is a mistake and that we should be discussing this as 
non-science in science classes (certainly in college). The school 
district lawsuits are directed at insuring that intelligent design is 
taught in science classrooms as an alternative to science based 
evolution. That is that evolution is a theory and therefore not any 
more valid than any other theory (intelligent design). Underlying the 
arguments is that evolution is God-less while intelligent design is 
an intellectualized creationism. The realm of faith based reasoning 
falls outside the expertize of science.

I am not certain about your idea of giving it "martyr status". There 
are lots of "controversial" topics that science teachers do not deal 
with that are pervasive beliefs in our society. Astrology is a good 
example. I don't think (but it has been a while since I took 
astronomy) that astrology is dealt with in astronomy classes. I don't 
see why science teachers have an obligation (or the time) to counter 
every cockeyed idea that students might have? Science teachers should 
teach science and the ways in which science allows us to continually 
examine and understand our natural world. I think it is for other 
classes to examine faith based or philosophically based views of the 
natural world.

Martin
>
>In a message dated 8/3/2005 10:24:32 AM Central Standard Time,
>[log in to unmask] writes:
>
>
>>  The most prominent debate is underway in Kansas, where the conservative
>>  state board of education is expected to require the teaching of doubts
>>  about evolution to public high school students. A challenge to the teaching
>>  of intelligent design is scheduled for trial in Dover, Pa., while a federal
>>  court in Georgia said textbook stickers questioning evolution were
>>  unconstitutional.
>>
>
>As a science teacher I have to wonder why we are all so afraid of discussing
>this in our classrooms.  I am forced to teach a great many subjects that I
>don't think are particularly important to students.  I wish I could 
>cover fewer
>topics in more depth.
>
>Science teachers recognize that students come to class with preconceived
>notions, including intelligent design.  If we refuse to discuss it in our
>classroom we give it martyr status.  We need to present students 
>with the nature of
>science thoughout all our science lessons and then let them participate in
>discussions that might include controversial topics.  You can't 
>force people, they
>have to come to these concepts on their own.  Like the protests against the
>war in Iraq, and the occasional misuse of our Flag (like the art display where
>the flag was laid on the ground for people to walk on), not everyone 
>will agree
>with my view.  But this is the United States of America, where all views
>should be welcome for discussion and critique.
>
>                                            Janine Prillaman
>                                            Science Teacher
>                                            Science Olympiad Team Coach
>                                            Former Science Museum Education
>Coordinator
>                                            Present Science Museum Board
>Member
>
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-- 
Martin Weiss, Ph.D
Vice President, Science
New York Hall of Science
47-01 111 th Street
Corona, New York 11368
718 699 0005 x 356

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