Science and creationism: a response to Kenneth Tobin

Abstract

In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793-798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism in the classroom.

Scientists at play in a field of the Lord

“…As Flyvbjerg (2006) discusses in his program of phronetic social science research, the extreme case study often can elucidate critical information. In my analysis and discussion of these themes, I make interpretive associations between both science and religion and connect my discussion with Tobin (2008), Alexakos (2009), and Reiss (2010). I further reflect on and expand Roth's (2010) assertions within this issue about ''the questions to come''.…”

“…My earlier mentioned discomfort with fundamentalism has been increasingly paralleled by a growing discomfort with some of the overreaching claims made by some science policy-mainly the need and the pragmatics for 'all' of us to see the natural world in precisely one way. Although I applaud Alexakos's (2009) call for science educationalists to see the packaged patriarchy and xenophobia that usually accompany Creationist ideology, the field struggles to find an appropriate and significant enough warrant by which all teachers would be compelled to ''take sides'' (p. 501) in the debate. Undermining such attempts, a goodly minority themselves are either Creationists or those of a disposition unlikely to raise such perceived uncomfortable issues in the context of their schools and communities.…”

Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life

“…Should science educators address questions that focus on religion, and if so, how are science preservice teachers being prepared to answer these questions? There are diverse arguments about whether religion should be taught in schools, and if so, whether it should be separated from or integrated with science (Alexakos, 2009;Reiss, 2010). This study explored preservice teachers' religious and scientific views regarding the origin of the universe and life using individual interviews.…”

“…Reiss (2010) believes that it is important to raise and contest literal creationists' views in the science classrooms. Such worldviews are not easily changed even over a long term and science educators should use opportunities to teach students what science is, why evolution is based on science, and why creationism is not science (Alexakos, 2009). Dickerson, Dawkins and Penick (2008) suggest that when teaching about science and religion, multiple possible relationships must be examined as most major religions support the teaching of the scientific methods and scientific content, such as evolution, geologic history, and big bang.…”

Science, religion and difficult dialectics

“…At this surface level, few would disagree with the intent for any educator to think critically. But echoing Konstantinos' concern, Creationism is often part of an educationally illiberal ideology which is patriarchal, historically racist, and anti-gay (Alexakos 2009). This is important as Mark cites being influenced by Sarfati (1999).…”