Re: [asa] The fight in Texas over evolution training in schools

From: George Murphy <GMURPHY10@neo.rr.com>
Date: Wed Mar 25 2009 - 08:43:39 EDT

Randy -

I think that the word you use in your 1st sentence, "limitations," is better
in this context than "weaknesses" & less open to subjective interpretation.
Newtonian dynamics is more limited than quantum mechanics but it's not so
clear what it would mean to say that it's "weaker."

Shalom
George
http://home.roadrunner.com/~scitheologyglm

----- Original Message -----
From: "Randy Isaac" <randyisaac@comcast.net>
To: <asa@calvin.edu>
Sent: Wednesday, March 25, 2009 6:36 AM
Subject: Re: [asa] The fight in Texas over evolution training in schools

> Bill, indeed limitations of scientific theories can and should be taught
> in science classes. On the surface, the issue of teaching strengths and
> weaknesses of anything is pretty obvious. Of course it should be. But what
> is seldom mentioned or discussed is "who is the arbiter of what strengths
> and what weaknesses are taught?" Whose views of weaknesses should be
> taught? Anyone's? Everyone's? The teacher's? It seems to me that in a
> science class, all strengths and weaknesses being debated in the technical
> peer-reviewed literature should be taught. Strengths and weaknesses
> outside that body of literature may be interesting and worthy of
> discussion in some settings but not to be taught as science until it gets
> addressed in the literature.
>
> Randy
>
> Bill wrote:
>
>> Although I accept some form of evolution -- with the caveat that
>> everything that happens happens according to God's sovereignty -- I
>> think it's a pity that the limitations of scientific theories cannot
>> be discussed in science classes. Students need to learn to critically
>> evaluate experiments and historical analysis to determine whether the
>> theory drawn from them holds water.
>>
>
>
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Received on Wed Mar 25 08:44:15 2009

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