(A synopsis of a play in three acts)
If we go by the recent Michael Reiss drama, Brit Darwin fans seem to be going round the bend on hockey skates …
Act One: Well-meaning Brit clergyman wants kids to know “Darwin loves you and has a wonderful plan for your life … “
On September 11, 2008 Michael Reiss, a biologist, ordained minister in the Church of England, professor of science education at the Institute for Education, and director of science education employed by the Royal Society, wass quoted in an article in the Guardian by James Randerson as telling attendees at the British Association Festival of Science that,
Creationism and intelligent design should be taught in school science lessons, …
The Rev Prof Michael Reiss, director of education at the Royal Society, said that excluding alternatives to scientific explanations for the origin of life and the universe from science lessons was counterproductive and would alienate some children from science altogether.
[ … ]
Reiss said he used to be an “evangelist” for evolution in the classroom, but that the approach had backfired. “I realised that simply banging on about evolution and natural selection didn’t lead some pupils to change their minds at all. Now I would be more content simply for them to understand it as one way of understanding the universe,” he said.
(Here’s the audio.)
So Reiss was definitely thumping the tub for Darwin. Let no one doubt this. In fact, he made tiresomely clear that he is totally sold on “evolution”, and anyone who doubts has “worldview” problems:
Just because something lacks scientific support doesn’t seem to me a sufficient reason to omit it from a science lesson. When I was taught physics at school, and taught it extremely well in my view, what I remember finding so exciting was that we could discuss almost anything providing we were prepared to defend our thinking in a way that admitted objective evidence and logical argument.
So when teaching evolution, there is much to be said for allowing students to raise any doubts they have (hardly a revolutionary idea in science teaching) and doing one’s best to have a genuine discussion. The word ‘genuine’ doesn’t mean that creationism or intelligent design deserve equal time.
[ … ]
Creationism can profitably be seen not as a simple misconception that careful science teaching can correct. Rather, a student who believes in creationism has a non-scientific way of seeing the world, and one very rarely changes one’s world view as a result of a 50-minute lesson, however well taught.
So Reiss had apparently decided, from experience, that it is better to listen first, and encourage people to talk before offering a solution. That, of course, is standard modern practice in any kind of evangelism, whether for Darwin, drugs, Christianity, jihadism, or animal rights terrorism. For whatever reason, most people, offered a choice of
1. Think my way,
or
2. Go to hell,
– provided that no firearms are pointed directly at them – tend to respond, “Excuse me while I go check the weather news on the temperature down in hell. Back soon, … uh, honest!”
So, as Reiss made clear, he was earnest about looking for a way to convert the non-materialist sinners to random, purposeless Darwinian evolution.
Ah, but in the most faithful hearts, a seed of doubt may be nourished … Read More ›