Hi On Sun, 28 Oct 2001, Rod Hetzel wrote: > When we study the central nervous system I cover the same material that > all introductory texts cover as well as providing some additional > empirical articles for students to read and critique. One of the > discussions that we are likely to have in my classes is whether or not > the complexity in the central nervous system can be accounted for solely > by chance or accident or whether it is the result of intelligent design. > We don't even really get into the evolution versus creationism argument, > as many of my students believe in the process of evolution (although as > theists we would submit that the process of evolution is initiated and > guided by a higher power).
The introduction of intelligent design (the latest reincarnation of creationism) and the idea of a higher power suggests to me that the "belief in evolution" is pretty shallow. Variation and natural selection over extended time periods is one of the most powerful and elegant discoveries ever made about the world, and about the place of human beings in that world. You should be helping students to look with awe on this tremendous achievement, not subjecting it to flimsy arguments against its power. > Often when we cover neurological disorders we'll discuss the issue of > assisted suicide within a theistic framework. You may be surprised to > know that my students, most if not all of whom would endorse an > unapologetic Christian worldview, often have very differing opinions on > this issue. Or, we might talk about the issue of treating and caring > for persons with neurological disorders, again within a theistic > framework. I have been consistently pleased by the compassionate > comments made by my students and their often innovative ideas about how > the church might be able to offer support to people with neurological > disorders and their caregivers. I know one Tips reader (a historian, I believe) who will be pleased to see these kinds of topics covered in class, but for the life of me I'm not sure about the appropriateness of such discussions in the context you are describing. In discussing all of these issues, I > encourage students to critically evaluate the assumptions of their own > worldview and also understand how other worldviews would interpret and > conceptualize such issues. The end result, I hope, is that students > learn the content but also how to think about it and apply it within a > broader philosophical framework. Of course, their religious worldview at your institution just happens to be one that you share. This probably makes your approach less controversial than it would be in a more pluralistic environment, but I do not think that makes it any more appropriate. Anyway, time to get on with marking and preparing lectures. Enjoy what little is left of the weekend! Best wishes Jim ============================================================================ James M. Clark (204) 786-9757 Department of Psychology (204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark ============================================================================ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
