ERIC Number: EJ781293
Record Type: Journal
Publication Date: 2007
Reference Count: 18
What's Wrong with the "Teach the Controversy" Slogan?
Scott, Eugenie C.
McGill Journal of Education, v42 n2 p307-315 2007
Teachers are often exhorted by creationists to "teach the controversy." Although such encouragement sounds on the surface like a proposal for critical thinking instruction, the history of the creationist movement in North America belies this claim. Rather than teach students to analyze and evaluate actual scientific controversies, the intent of "teach the controversy" exhortations is to have teachers instruct students that evolution is weak or unsubstantiated science that students should not take seriously. Such instruction in alleged "evidence against evolution," or "critical analysis of evolution" would seriously mis-educate students, and should be resisted by teachers and administrators.
Descriptors: Criticism, Creationism, Critical Thinking, Controversial Issues (Course Content), Evolution, Teaching Methods, Educational Attitudes, Theories, Educational History
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; NOTE: As of the winter issue for 2007 (v.42, n1), this journal will only be available online. Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A