This paper is about the transformation process of theoretical frameworks used in educational research on teaching evolution. To this end, some authors' claims, findings and suggestions offered via particular studi...This paper is about the transformation process of theoretical frameworks used in educational research on teaching evolution. To this end, some authors' claims, findings and suggestions offered via particular studies are evaluated. While the evaluated authors have represented secularism as a barrier to teaching evolution in the United States, they have also offered pedagogically theistic or agnostic evolution as the best choice for the reconciliation of religion and evolution. This paper is particularly concerned with one of the explanatory theoretical frameworks—religious cultural competence in evolution education(ReCCEE), which is derived from the cultural competence framework—although others are visited as well. Even though the schools or authors who have applied ReCCEE do not directly reference constructivism, their studies are built upon constructivist pedagogy and epistemological idealism. They often have problematic issues such as obscurantism, ad hominem attacks, cherry-picking and an ill-formed appeal to authority. Besides, these papers present biased or uncritical views and ill-informed definitions of some terms, such as secularism and agnosticism.展开更多
Epistemological review uses neurosociology, clinical neurosociology, and the neuroquantic paradigm of some of the propositions made by Newton, Darwin, Einstein, and Descartes. These propositions include： the law of u...Epistemological review uses neurosociology, clinical neurosociology, and the neuroquantic paradigm of some of the propositions made by Newton, Darwin, Einstein, and Descartes. These propositions include： the law of universal gravitation based on Newton＇s theory of gravity, Darwin＇s theory of evolution, Einstein＇s special theory of relativity, and Descartes＇ philosophical proposition cogito ergo sum. This last proposition was considered to be an essential element of Western philosophy, as it was perceived to be the foundation for all knowledge. In all of these cases, possible problems of interpretation or construction have been detected and alternatives are proposed. Newton＇s law was replaced by the general theory of relativity, but this also has some shortcomings. For Darwin, the hypothesis of eclosion has been proposed. For Einstein, the dimension ＂time＂ is eliminated and the concept of ＂space-motion＂ is proposed. In the case of Descartes, the author proposes that the person and the body do not have life. It is the cells and neurons that are alive and it is in the neurons where information or thoughts are generated, stored, and processed, Therefore, it is the neurons that exist.展开更多
文摘This paper is about the transformation process of theoretical frameworks used in educational research on teaching evolution. To this end, some authors' claims, findings and suggestions offered via particular studies are evaluated. While the evaluated authors have represented secularism as a barrier to teaching evolution in the United States, they have also offered pedagogically theistic or agnostic evolution as the best choice for the reconciliation of religion and evolution. This paper is particularly concerned with one of the explanatory theoretical frameworks—religious cultural competence in evolution education(ReCCEE), which is derived from the cultural competence framework—although others are visited as well. Even though the schools or authors who have applied ReCCEE do not directly reference constructivism, their studies are built upon constructivist pedagogy and epistemological idealism. They often have problematic issues such as obscurantism, ad hominem attacks, cherry-picking and an ill-formed appeal to authority. Besides, these papers present biased or uncritical views and ill-informed definitions of some terms, such as secularism and agnosticism.
文摘Epistemological review uses neurosociology, clinical neurosociology, and the neuroquantic paradigm of some of the propositions made by Newton, Darwin, Einstein, and Descartes. These propositions include： the law of universal gravitation based on Newton＇s theory of gravity, Darwin＇s theory of evolution, Einstein＇s special theory of relativity, and Descartes＇ philosophical proposition cogito ergo sum. This last proposition was considered to be an essential element of Western philosophy, as it was perceived to be the foundation for all knowledge. In all of these cases, possible problems of interpretation or construction have been detected and alternatives are proposed. Newton＇s law was replaced by the general theory of relativity, but this also has some shortcomings. For Darwin, the hypothesis of eclosion has been proposed. For Einstein, the dimension ＂time＂ is eliminated and the concept of ＂space-motion＂ is proposed. In the case of Descartes, the author proposes that the person and the body do not have life. It is the cells and neurons that are alive and it is in the neurons where information or thoughts are generated, stored, and processed, Therefore, it is the neurons that exist.
