What to teach in schools (What should be taught in schools?)

by dhw, Thursday, September 22, 2011, 16:08 (4810 days ago) @ broken_cynic

Kent (broken_cynic): What do you mean when you say 'theory?' When you say 'fact?'-I presume you're referring to my suggestion that evolution should be taught as a scientific theory (not fact), but it would be helpful if in all your posts you would quote the passage you are commenting on. That saves time not only for the person you're addressing, but also for other people who may be trying to follow the discussion.-On the "Epistemological framework" thread, we discussed the distinction between knowledge and belief, and I attempted to define them as follows:-Knowledge = information which is accepted as being true by general consensus among those who are aware of it. ("General consensus" allows us to exclude certain categories of people whom we might call "cranks", although this is obviously a dangerously subjective area.)-Belief = information which individuals accept as being true although there is no general consensus on its truth.
 
Knowledge is the closest we can come to ultimate truth.-In general, I would define "fact" in the same terms as "knowledge". I would define "theory" as an explanation based on a set of hypotheses which individuals accept as being true although there is no general consensus on their truth.-In the context of evolution, there are large numbers of people ... disregarding the above-mentioned "cranks" ... who do not accept the overall explanation, and although you and I may disagree with them, they are as entitled to their beliefs as we are. There are also those like David and myself who do accept some of the hypotheses but not others. This even applies to the scientific community, where there is no consensus on gradualism v. punctuated equilibrium, on the causes of innovation, on the role of epigenetics, on how to define speciation. -If you are interested in my own personal views, I most certainly believe that all forms of life are descended from earlier forms, that processes of adaptation cause minor changes to existing species, that punctuated equilibrium is more likely than gradualism, and that in accordance with the demands of particular environments natural selection determines which changes survive and which do not. I have no idea how the initial mechanisms for evolution came into being ... and do not regard that as relevant to the theory ... and have no preconceived notions concerning the all-important subject of innovations, without which evolution could not happen.-I hope this will make it clear to you why I would have evolution taught as theory and not as fact, and how I distinguish between the two. Finally, I apologize for giving such a lengthy answer to your short questions!