shuggy's blog
"The question is, how to deal with it? Sometimes you talk about it, sometimes it's appropriate to close conversations down. It's a balance that is difficult to strike"
Yes, but in every case you treat the conspiracy theory as a misconception, not a 'worldview' surely? What would you make of it if a senior policy maker or educator asked History teachers not to treat conspiracy theories as misconceptions, would that policy maker be fit for the job? How can a science teacher NOT treat creationism as a misconception? What value is there in treating it as a 'worldview' rather than a misconception if it doesn't imply that the worldview has some legitimacy? Can you imagine a science teacher being asked to treat white supremacist views as a 'worldview' rather than a misconception? Of course not. If somone came out with a statement to that effect we would all assume that some credibility was being lent to the idea of white supremacism, not matter how contingent and hedged about.
The whole point is that 'creationism' is a belief, not a scientific theory, and has no place in science. They would be more valid asking questions about Lysenko or Lamarck.
I agree with both of you - haven't finished yet.
It strikes me that one of the common factors between conspiracy theories, and religions, is their reliance on circular argument.
Are there any teaching resources that demonstrate the peril of this approach? Perhaps by deliberately leading the class into a circular argument, and seeing how it forces them to make accomodations with things that are patently false. Or how it obliges them to give credence to two conflicting statements at once?
Are there any teaching resources that demonstrate the peril of this approach?
Yeah, that's me. The teacher: the only indispensable piece of equipment in the classroom.
Commenting by HaloScan
