OPENING MINDS: THE KEYS ARE RESPECT, AND UNDERSTANDING THE SCIENTIFIC METHOD

The first lecture for any entry-level science class should address the way science is done. Most college students come to the classroom with little understanding of how science is done, beyond the “five steps” they learned in middle-school. A discussion of how the Scientific Method really works, leaves students with a better understanding of just what a “theory” is. The vernacular use of this term, versus the scientific use, is often misunderstood by the majority of new undergraduates. While instructor's may be disappointed in, or even abhor the religious-fundamentalist students' point of view, giving the students respect for their beliefs goes a long way to opening their ears, if not their minds, to an explanation of the evolution of life on this planet. We begin each class with a discussion of the statement “Evolution is a theory not a fact.” Whether or not you “believe in evolution,” it is wise to understand just what is right and what is wrong here. This provides a starting point for students to understand what the difference is between a theory and a fact, as well as to understand the difference between belief and understanding. Once students come to understand these differences, they are more willing to listen to what the Theory of Evolution actually is and how the theory came about. Students are often concerned with whether they will be able to pass the course without “believing in” evolution. They are reassured that as long as they are willing to listen and understand, as well as to complete all of the assignments to a satisfactory or better level, there is no reason that they should worry about how their beliefs affect their grade. The overriding theme of our course in Historical Geology is how The Evolution of Life is intimately connected with the Evolution of Planet Earth. This course is offered with no science pre-requisites, and is largely filled with non-science majors seeking to fulfill their lab science requirement. Students of all types succeed in this course. Many come to realize that there are facts that support the theory and that even though these facts may conflict with their beliefs, that there is a method for them to pursue the truth. The instructors feel we've been successful if the students finish the course a bit more skeptical, and with a bit more understanding of the scientific method, whether or not their “beliefs” have changed.