Demarcation as a classroom response to creationism: a critical examination of the National Academy of Sciences’ Science, Evolution, and Creationism (2008)

Autor:	Thomas M. Lessl
Rok vydání:	2020
Předmět:	Cultural Studies Objections to evolution ComputingMilieux_COMPUTERSANDEDUCATION Sociology Sociology of Education Science education Creationism Critical examination Epistemology
Zdroj:	Cultural Studies of Science Education. 15:923-935
ISSN:	1871-1510 1871-1502
Popis:	Teaching materials frequently answer objections to evolution by demarcating science from religion. Because definitions of science shaped by demarcation tend to magnify its empirical features, they weaken students’ understanding of science’s theoretical dimension. Demarcation fails to answer creationism for the opposite reason; by insisting that the observable world is the exclusive domain of science, it undermines the core Abrahamic assumption that nature can make meaningful reference to a divine creator. After exploring how demarcation is employed in a booklet designed to guide educators who address evolution and creationism, the National Academy of Sciences’ Science, Evolution, and Creationism (2008), I conclude by proposing a more balanced approach for teaching about NOS and creationism.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::71c73cbf186990a06df8333eea3a2555 https://doi.org/10.1007/s11422-020-09977-5 Zobrazit plný text záznamu Full text from SpringerLink