as an environmental science teacher, how do you respond to someone who does not believe in biological evolutio

Answer 1

First - how can you prove biological evolution is 100% fact based on the assumptions that have been made about evolution?

That being said, I would approach your student like this.

Both theories make several assumptions that are not able to be proven. As a student of science, you need to understand all viewpoints in order to form a rational conclusion.

Here are the opinions of evolutionists.....

Answer 2

First off I would explain the differences in Micro and Macro evolution.

Even the bible talks about Micro evolution.


Try explaining to them that Macro evolution is an idea (not a theory) that is in flux.

Dont argue at me, it does not mean the critera of a theory by scientific definition, not mine.

Science is still gathering evidence, and trying to figure out what happend.
They currently have a blurry photo of what happend, some facts and alot of educated guess work to fill in the empty spots.

That coupled with sciences own arrogance and its rush to embrace anyone who makes a discovery has hurt its image.

The frauds that science has embraced and then had to backtrack on are legend.
See piltdown man just to name one.

Creationism is not the only alternative to Macro Evolution

As much as you want to tell your students that you have all the facts and you are teaching all facts.. your not.
Your teaching about 30% fact and about 50% almost proven fact and then 20% speculation.

The Macro evolution you are teaching today will be a different story in 10 years..

It has changed countless times since Darwin wrote.

Answer 3

I don't. I learned a long time ago few creationists are interested in scientific fact. They don't understand simple scientific concepts like the difference between a hypothesis and a theory, not do they follow the logic of Occam's Razor. Arguing with a creationist is like arguing with someone who believes Aliens built the pyramids. All the evidence in the world doesn't help the matter.

I normally simply say that they have an interesting philosophical point of view, but it is not a scientific one. Philosophy should not be taught in a science class.

Answer 4

We answered this question yesterday. The answer is still the same.

1. "Evolution is the best explanation for the wide variety of life we see around us. It is well-supported by evidence from a variety of disciplines; biochemistry and paleontology chief among them."

2. "You don't have to believe in it. But, to pass this class, you must learn the material. Passing this class with a good grade is important because your grades will determine which college you go to, and which careers you can have. So, learn the material. It's going to be on the next test and the final exam."

Answer 5

You don't really need to respond to them. You are a teacher, your job is to teach the curriculum that you are required to teach. It is each individual students choice to either believe or disregard the information you have taught them. I am a masters student in natural resources and I obviously believe in evolution, however I have many friends who choose to believe in a more religious creation story. Either way, you are doing your job and you need not worry about your students beliefs. When you are presenting it in class make sure you say that this is the popular belief of the majority of the world's scientific community, but mention that there are also other beliefs. You do not need to explain those other beliefs, you are not allowed to teach those.

Answer 6

it would count number on the age of the student. in reality, i might clarify the adaptation between faith-based understand-how and scientific understand-how. Evolution is a fabricated from technology and is not something it is user-friendly to have confidence or not have confidence. The information helping the reality of evolution (that species have replaced over the years) is accessible for all people to confirm and to appreciate. the assumption of Evolution (as antagonistic to the reality of evolution) is technology's ideal explanation of ways and why the exchange in species over the years occurs. This theory (as the different scientific theory) compiles and explains an entire host of information into an evidence that's consistent with that information and which permits predictions to be made and examined. i might attempt to coach them as plenty information i could that helps the thought species do evolve, and to coach them that an option explanation (like biblical introduction) isn't technology. asserting which you do not have confidence in organic and organic evolution is like asserting you do not have confidence in atoms or in gravity.

Answer 7

Its hard to answer ones beliefs if they are set in their ways.......... but news on Australia day ......
reported a large lizard never been near a male laid eggs and live lizards were born......so answer that....immaculate conception.?
Also in the nature world barramundi are all born males and turn into females as they get older..... how does a enviromental science teacher answer with a mathermatical equation............. although i am a christian the theory of evolution holds some water with me......but somethings remain in the too hard basket.

Answer 8

Tell them you teach science and scientific facts and theories. If they want to have other theories then let them. Make sure you tell them that it is a fact that evolution exists but if evolution always existed and is how humans came to be is still a theory so they are able to have other theories beyond that.

Answer 9

Take a look on this page:
http://www.txtwriter.com/backgrounders/Evolution/EVcontents.html

Just googling for "evidence for evolution" will give you numerous sites, including sites arguing against creationism.

But you also have to explain, that it is not a question of "belief", that evolution is science and that science works with proofs and evidence.

Answer 10

An open mind is like an open window....things are allowed to go in and go out. We always need to keep an open mind to any kind of knowledge.