STRATEGIES FOR DEALING WITH RELIGIOUS STRATEGIES FOR DEALING WITH RELIGIOUS FUNDAMENTALISTS IN COLLEGE LEVEL GEOSCIENCE FUNDAMENTALISTS IN COLLEGE LEVEL GEOSCIENCE

COURSESCOURSES

Robert C. ThomasRobert C. ThomasDepartment of Environmental SciencesDepartment of Environmental Sciences

The University of Montana-WesternThe University of Montana-WesternDillon, MontanaDillon, Montana

r_thomas@umwestern.edur_thomas@umwestern.eduQuickTime™ and a

TIFF (Uncompressed) decompressorare needed to see this picture.

DO WE HAVE A PROBLEM?DO WE HAVE A PROBLEM?

• Bible thumping and yelling Bible thumping and yelling during classduring class

• Fundamentalist literature placed Fundamentalist literature placed under the professor’s under the professor’s office door or in their office door or in their mailboxmailbox

• Comments on evaluations that Comments on evaluations that “the professor was not open to “the professor was not open to alternative theories”alternative theories”

• Students who get geology degrees Students who get geology degrees for the sole purpose of for the sole purpose of legitimizing their opposition to legitimizing their opposition to geologic time and biological geologic time and biological evolutionevolution

CAN WE AFFORD TO IGNORE IT?CAN WE AFFORD TO IGNORE IT?

• Students need to understand why Students need to understand why science is a methodology, not a science is a methodology, not a beliefbelief

• Students need to see how they use Students need to see how they use this methodology in every day lifethis methodology in every day life

• Students need to understand how Students need to understand how science and faith are different, science and faith are different, but not necessarily incompatiblebut not necessarily incompatible

• Students need to understand why Students need to understand why the scientific method can’t be the scientific method can’t be utilized to test the existence of utilized to test the existence of a creatora creator

TEACHING THE SCIENTIFIC METHODTEACHING THE SCIENTIFIC METHODFINDING THE CLASSROOMFINDING THE CLASSROOM

Use examples from common Use examples from common experienceexperience

How did you find the classroom?How did you find the classroom?• Gather information - get a mapGather information - get a map• Construct a model - plan of actionConstruct a model - plan of action• Test the model - go find the classTest the model - go find the class• Reject the model - didn’t workReject the model - didn’t work

Place heavy emphasis on the need Place heavy emphasis on the need to reject the modelto reject the model• Give examples from the history of Give examples from the history of

geology (continental drift)geology (continental drift)• Be willing to give examples of Be willing to give examples of

your own difficulties rejecting your own difficulties rejecting modelsmodels

• Point out that if you can’t reject Point out that if you can’t reject your model, someone will reject it your model, someone will reject it for you!for you!

TEACHING THE SCIENTIFIC METHODTEACHING THE SCIENTIFIC METHODTHE STOPLIGHT ANALOGYTHE STOPLIGHT ANALOGY

The data showThe data show• Green = goGreen = go• Red = stopRed = stop• Yellow = “go like hell”Yellow = “go like hell”

Option #1Option #1• Choose the time-tested Choose the time-tested

model and go when the model and go when the light is greenlight is green

Option #2Option #2• Have faith that red means Have faith that red means

“go” even though the data “go” even though the data don’t support the model don’t support the model

TEACHING THE SCIENTIFIC METHODTEACHING THE SCIENTIFIC METHODTESTING FOR THE DESIGNERTESTING FOR THE DESIGNER

• Provide a reading on Provide a reading on Intelligent DesignIntelligent Design

• Pose the following questions:Pose the following questions:

Using the scientific method, Using the scientific method, design a scientific experiment design a scientific experiment to test for the existence of an to test for the existence of an intelligent designer.intelligent designer.

Based on your results, is Based on your results, is Intelligent Design appropriate Intelligent Design appropriate for inclusion in the science for inclusion in the science curriculum of a public school? curriculum of a public school? Why or why not? Why or why not?

COMING TO A THEATER NEAR YOU!COMING TO A THEATER NEAR YOU!

““Although there are Although there are scientific reasons for scientific reasons for accepting a young earth, accepting a young earth, I am a young-age I am a young-age creationist because that creationist because that is my understanding of is my understanding of the Scripture. As I the Scripture. As I shared with my professors shared with my professors years ago when I was in years ago when I was in college, if all the college, if all the evidence in the universe evidence in the universe turns against turns against creationism, I would be creationism, I would be the first to admit it, the first to admit it, but I would still be a but I would still be a creationist because that creationist because that is what the Word of God is what the Word of God seems to indicate. Here I seems to indicate. Here I must stand.” must stand.” ….Kurt Wise….Kurt Wise

“we believe students should be taught HOW to think, rather than just WHAT to think.” ….UMW fundamentalist student