Kids hardly get a few days on evolution not weeks. I've talked to kids who've taken HS Biology and that's all the time that's spent on it.
That being said, the "more time in the curriculum train of thought" is that more brainwashing is needed since what is happening now isn't enough to counteract what the kids are bringing in from home.
Those kids could be forced to spend a whole year on the theory and they aren't going to believe it if they don't want to. They may be able to parrot back the data force fed them, but that doesn't mean anything.
What needs to happen in science classes is that real science needs to be taught. Not interpretations or extrapolations.
They need to learn the scientific method and how to apply it. Since science isn't about truth, they need to be told that instead of deceitfully leading them to believe that anything in science can be said to be true.
Since nothing in science can be proved, they need to be taught that as well.
They need to be taught that a theory is a theory and not a fact and stop treating the ToE as is it were a fact. Evo has fossils... fine. The interpretation of the fossil record is just that, an interpretation. Teaching them anything else is just lying to the kids.
Teaching them to regurgitate back statements taught to them in school is not teaching them to think; it's teaching them to be good little drones.
I think you demonstate the point of the article. Kids come to school steeped in creationism and carrying creation talking points written by Moonies. That side of the “controversy” is well taken care of.
If you guys would consolidate your complaint with my proposed approach, I would be grateful : - ) I favor “more time in the curriculum” so that the mathematical and biochemical bases of population genetics and molecular genetics can be taught, or at least hinted at. This may involve repetition on occasion, though without the intent of turning anyone into a drone. An intelligent high-schooler can read and understand Mayr’s 1982 classic without a lot of intervention. Relating our understanding of biology to our reading of history and our application of mathematics and chemistry is a good thing.
it’s teaching them to be good little drones.
godless little drones.