In the crush of the last couple of days, we didn’t have time until now to read through this essay by evolutionary biologist Jerry Coyne at the University of Chicago about the debate over evolution and science in Texas public schools. Prof. Coyne wonders just how far to take the “strengths and weaknesses” (or the “teach all sides”) debate over evolution:
What’s next? Since there are many who deny the Holocaust, can we expect legislation requiring history classes to discuss the “strengths and weaknesses” of the idea that Nazis persecuted Jews? Should we teach our children astrology in their psychology classes as an alternative theory of human behaviour? And, given the number of shamans in the world, shouldn’t their views be represented in medical schools?