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Creationism and Intelligent Design

Reiss, MJ; (2018) Creationism and Intelligent Design. In: Smeyers, P, (ed.) International Handbook of Philosophy of Education. (pp. 1247-1259). Springer: Cham, Switzerland. Green open access

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Abstract

Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battlegrounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden’s epistemic criterion of the controversial and more recent responses to and defences of this. I then examine whether the notion of ‘worldviews’ in the context of creationism is a useful one by considering the film March of the Penguins. I conclude that the ‘worldviews’ perspective on creationism is useful for two reasons: first, it indicates the difficulty of using the criterion of reason to decide whether an issue is controversial or not; secondly, it suggests that standard ways of addressing the diversity of student views in a science classroom may be inadequate. I close by examining the implications of this view for teaching in science lessons and elsewhere, for example in religious education lessons and at primary level where subject divisions cannot be made in so clear-cut a manner.

Type: Book chapter
Title: Creationism and Intelligent Design
ISBN: 3319727591
ISBN-13: 9783319727592
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-319-72761-5_86
Publisher version: https://doi.org/10.1007/978-3-319-72761-5_86
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Creationism, Intelligent design, Pedagogy, Controversial Issues, Sensitive issues, Science education, Religious education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10051368
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