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The Educational Debate Over Darwinism

This essay argues that the challenge of teaching Darwin’s theory exemplifies how science education must rethink its strategies and become more self-consciously rhetorical if it is to preserve its own integrity and educate tomorrow’s public and scientists for democratic citizenship. It presents a model for how science education can reconcile technical ideas and cultural values to improve both scientific and cultural literacy.

The full article is available online through the Journal of Interdisciplinary Studies at http://www.jis3.org/samplearticle.htm

John Angus Campbell

John Angus Campbell is a retired American Professor of Rhetoric and is a Fellow of Discovery Institute's Center for Science and Culture and of the International Society for Complexity, Information and Design.