We all know of the big debate within the American school system: teaching intelligent design. It seems all that I am hearing from that side is "evolution is not true! fill the gap with god!" However, I haven't heard one thing about the actual curriculum of intelligent design. They say "Teach the Controversy!" but what exactly do they want to teach? I'm also quite puzzled how they will teach anything in biology (specially as a honors high school course) without invoking the word evolution. From what I can gather, it seems the entire class would be spent just 'debuking' evolution and not actually teaching anything that would progress our nation's students.
Has anyone here seen any sort of curriculum guide? textbooks? or even evidence of an intelligent designer/agent?
Here is their "curriculum guide":
1) There are gaps in the fossil record (not really)
2) It's not in the Bible (so what?)
3) A watch is intelligently designed (true), so my eye must be also (not true).
Day 1, Lesson #1: Evolution can't be true because there are gaps in the fossil record; it's not in the Bible; and the eye is like a watch.
Day 2, Lesson #2: Repeat lesson #1
Days 3 through 175: Repeat as desired.
No time left for the lie of godless scientists.
Seriously, the ID'ers have nothing to teach. Everything they profess can be covered in one 15 minute lesson, after which there will be no discussion whatsoever of what 99.9% of the world's biologists have known for 152 years based upon an a virtual mountain of irrefutable evidence and inescapable logic.
The sad reality is that, as we speak (or write), there is next to nothing about evolution being taught below the college level in American schools. The very FEW teachers who understand it themselves are fearful of angry reaction from fundamentalist parents.
THere was a recent complaint by a parent IDiot who objected to the science text mentioning Creationist claims and noting that they are based on "biblical myths". He made it quite clear that "teaching the controversy" did not mean saying anything nasty about "Creationism" or ID although it also seemed clear that it would involve saying nasty things about "evilution".
It is a very dishonest approach.
It's good to hear your teacher was upset about. Do you remember anything specific that was taught?
I'm trying to find out what the curriculum for an ID class would be. . So far, it doesn't seem like they have leg to stand on.
I can't believe a teacher actually said "Who wants to learn how we came from monkeys anyways." (Well, I do believe it, but it's still unbelievable)
Welcome to South Carolina....& too, back then I was a Christian so I agreed with her. It's sad to think about. Oh how I wish I knew what I know now!
I'm trying to find out what the curriculum for an ID class would be.
I'm only pessimistic in the short run about their success. I believe in the long run that the more they can push their agenda, the more they'll eventually be exposed as ignorant or frauds. A state with ID in its curriculum could eventually produce the most vehement supporters of evolution, sort of like how Catholic school can produce vehement atheists.
I am not so confident. If ID is the only thing taught, which is what the Religious Fright want, then the area will end up with the worst-educated students in the country and the developed nations. The students might not even know enough to realize that they have been mis-educated. I recall the case a few years back where students from a Christian school whose science coursework was not approved for entry to Berkely University accused the university of religiously discriminating against them.
I think the only way that families and students will be forced to confront the effects of such mis-education is if entry to all American tertiary education is dependent on nationally set science examinations with specific content and curriculum, as is the case in the rest of the developed world. If all students were forced to demonstrate an understanding of the current model of evolution and the ability to tell the difference between real science and pseudo science before graduating from American High School then there is room for spending some time critically examining the claims of ID along with the claims of other scientifically abandoned hypotheses about how nature works.