>SC>Regardless whether one is talking about these examples or about the
>>Kenyon episode, teaching something that is not advertised or that
>>does not properly belongs in a course, borders on ethical
>>malpractice, in my mind. It is a type of "bait-and-switch" scam that
>>can be used to indoctrinate rather than to teach. But the context in
>>which the "offense" is made is important.
Stephen Jones replied:
>If Kenyon what teaching the origin of life and human biology, I would
>have thought it highly relevant to briefly mention alternatives to the
>conventional wisdom. I thought universities were about expanding
>students' mental horizons?
>
>The two best units I remember for university were the ones where the
>lecturer gave his/her personal philosophy. They were Political
>Science, where the lecturer was a Marxist. The other was Sociology,
>where the lecturer strongly pushed Feminism. Both were fascinating
>insights and probably of more use in understanding life than the
>actual curiculum.
I fully agree with you, Stephen, and disagree with whoever said that
alternative views of origins should not be presented in an introductory
class. But the context in which non-traditional views are taught is crucial
to the issue here. It is highly appropriate and desired to let students
know about diverse opinions that are relevant to the course. But I have
heard about some very qeustionable practices that boarder on brain washing
and indoctrination and not on teaching. If one's goal is to force students
into a particular orthodoxy, then I question the motive and ethics of the
teacher.
Having said this, it sounds like Dean Kenyon probably did not commit this
"crime" in his class.
Steve
__________________________________________________________________________
Steven S. Clark, Ph.D. Phone: (608) 263-9137
Associate Professor FAX: (608) 263-4226
Dept. of Human Oncology and email: ssclark@facstaff.wisc.edu
UW Comprehensive Cancer Ctr
University of Wisconsin
Madison, WI 53792
"Now how does one alter the charge on the niobium ball? 'Well at that
stage', said my friend, 'we spray it with positrons to increase the charge
or with electrons to decrease the charge.' From that day forth I've been
a scientific realist. So far as I'm concerned, if you can spray them then
they are real". Ian Hacking, Representing and Intervening, 1983
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