Abnormal Interests

Your can read one version of the 10 questions here. I won't bother to debunk the questions. That has been done very well elsewhere. All of these questions are easy to answer. Each in its own way shows that the questioner is ignorant of simple biological principles and/or the question misrepresents the state of scientific knowledge and proof.

If these questions are asked at inappropriate times, and they often are, they are horribly disruptive. The teacher must digress to the background information that is needed to answer the question and then answer the question. Some of the questions rest on untrue assumptions that require the teacher to say, in effect, that whoever give you that question is deeply misguided.

This process puts the cart before the horse. In order to provide a meaningful critique of a scientific theory ones needs to understand that theory inside and out. The problems is that creationist try to impose predetermined answers on the evidence rather than starting with the evidence and see where it leads.

We all, laymen and professionals, need to provide support for teachers against those who would harm our children and endanger our future through ignorance.

John Wachholz, a biology teacher at Salina (Kansas) High School Central makes the point clearly.

"I see the same thing I saw five years ago, except now students think they're informed without having ever really read anything" on evolution or intelligent design, Mr. Wachholz says. "Because it's been discussed in the home and other places, they think they know, [and] they're more outspoken.... They'll say, 'I don't believe a word you're saying.'"[Emphasis added]

The article notes that some teachers have found a way through this minefield but it does take commitment.

In the mountain town of Bancroft, Idaho (pop. 460), Ralph Peterson teaches all the science classes at North Gem High School. Most of his students are Mormons, as is he.

When teaching evolution at school, he says, he sticks to a clear but simple divide between religion and science. "I teach the limits of science," Mr. Peterson says. "Science does not discuss the existence of God because that's outside the realm of science." He says he gets virtually no resistance from his students when he approaches the topic this way.

But sometimes faith and fact do collide and teachers must be armed to deal with it.