Up@dawn 2.0

Thursday, April 16, 2015

H01 Group 3

On Tuesday, our group discussed the treatment of the scientific Theory of Evolution in American classrooms. It seemed like most of our table was in agreement that if other world views are going to be taught, they should not be taught in a science class, but a comparative religion class. If they were to be taught, the entirety of the class would be taken up by teaching these views. We also touched on the fact that the supporters of teaching creationism continue to re-brand themselves and attempt to reignite a debate where there is none among scientists.


  1. We also touched on the fact that if they are insistent on teaching the theory of creation by Christian standards, then they would also have to teach other theories of evolution by other religious standards to be fair. It seems like religion should be an aspect of life that is left up to parents/the individual to teach/decide on by themselves, since everyone is different and there are countless creation stories to learn about.

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  3. http://ncse.com/taking-action/project-steve This is a link to what the National Center for Science Education has done in response to claims that some scientists support creationism. They asked scientists named Steve (less than one percent of all scientists) to sign that they support evolutionary theory. They have received well over 1000 signatures topping any of the lists the Discovery Institute or other creation backing organizations have come up with.

  4. I totally agree with this. We should teach science in a way that exempts religious creation stories, because they really have no place in the discussion. There are times and places for everything, and in most science class, religion shouldn't be included.

  5. FQ: Who wrote The Communist Manifesto with Karl Marx? LH 161
    FQ: What was the title of Søren Kierkegaard's most famous work? LH 153
    DQ: Do you think that Marx's ideas about Communism are faulty themselves, or that the societies that tried to adopt them attempted to adopt them in ways that go against the author's original intentions?

  6. FQ: Kierkegaard's true love, Regine, was unhappy for the rest of her life, just like he was (T/F) LH156
    DQ: Do you believe that Kierkegaard's unhappiness after his breakup could have easily been solved if he'd talked to her and tried to overcome his apprehensions? Do you believe that those who hurt others/themselves in the idea of "protecting them" is silly and pointless or understandably brave?