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Equal Time for Intelligent Design?

An Intimate Debate Case


 

Abstract

Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

   

Date Posted

06/30/07

Overview

Objectives

  • Learn the basic arguments made for and against the teaching of Intelligent Design.
  • Understand how social, political, and societal forces may get involved in science.
  • Evaluate arguments and marshal evidence for or against a position.
  • Discuss a controversial topic civilly and to look at both sides of the issue.

Keywords

Intelligent design; Dover decision; creationsim; evolution; anthropic principle; irreducible complexity; science curriculum

  

Subject Headings

Evolutionary Biology
Biology (General)
Science (General)
Science Education
Teacher Education

EDUCATIONAL LEVEL

Undergraduate lower division, Undergraduate upper division, General public & informal education, Faculty development

  

FORMAT

PDF

   

TOPICAL AREAS

Pseudoscience, Policy issues, Scientific argumentation, Social issues

   

LANGUAGE

English

   

TYPE/METHODS

Intimate Debate, Dilemma/Decision

 

 

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