The enemy is a profoundly unscientific theory masquerading as legitimate science. Its presence in the science classroom blurs the distinction between real science and arbitrary dogma and “makes students stupid” by leaving them less able to distinguish reasonable ideas from unreasonable ones – a skill that is surely one of the main goals of teaching science in the first place. You probably suspect the enemy I'm talking about is Intelligent Design . . .Strong words. Go here and see if he can back them up.
The enemy I'm worried about is something else – something just as unscientific as Intelligent Design, but more dangerous because it is not widely recognized as such: the Copenhagen interpretation of quantum mechanics. . . This may seem like a rather technical issue that physicists should straighten out for themselves, an issue that those outside of physics shouldn't or needn't worry about. But the wider academic community – and, indeed, society at large – has a legitimate interest and stake in this issue, just as it has a legitimate interest and stake in the debate over Intelligent Design. Like Intelligent Design, Copenhagen quantum mechanics “makes students stupid.” Like ID, it probably has no place in college science classrooms.
LINKS: Unintelligent design, Part 1 - Not PC (Peter Cresswell)
Intelligent design in the physics classroom? - Travis Norsen, Journal of the American Physical Society, July 2006
Travis Norsen's Objective Science site
Cartoons by Nick Kim
TAGS: Science, Education