Ok

En poursuivant votre navigation sur ce site, vous acceptez l'utilisation de cookies. Ces derniers assurent le bon fonctionnement de nos services. En savoir plus.

30/01/2008

Curriculum Vitae

Eric SANCHEZ, PhD

Professeur/Professor
Habilité à diriger des recherches/Habilitation to steer researches

Université de Fribourg

Professeur associé/Adjunct Professor
Université de Sherbrooke, Qc, Canada

CV (english version)

 

CERF-Université de Fribourg
Rue P.-A. de Faucigny 2
1700 Fribourg - Suisse
eric.sanchez@ens-lyon.fr

Tél.: +41 4126 300 7606

Portefolio
Blog

          




25/01/2008

Les pièges du dogmatisme et du relativisme

Enseigner l'évolution biologique implique d'échapper aux pièges du dogmatisme et du relativisme/

"What’s wrong with teaching critical thinking or “controversies” with regard to evolution?

Nothing is wrong with teaching critical thinking. Students need to learn how to reexamine their ideas in light of observations and accepted scientific concepts. Scientific knowledge itself is the result of the critical thinking applied by generations of scientists to questions about the natural world. Scientific knowledge must be subjected to continued reexamination and skepticism for human knowledge to continue to advance.

But critical thinking does not mean that all criticisms are equally valid. Critical thinking has to be based on rules of reason and evidence. Discussion of critical thinking or controversies does not mean giving equal weight to ideas that lack essential supporting evidence. The ideas offered by intelligent design creationists are not the products of scientific reasoning. Discussing these ideas in science classes would not be appropriate given their lack of scientific support."

http://www.nap.edu/catalog.php?record_id=11876&w=1 

06/01/2008

Evolution et Créationisme

 Un ouvrage consultable gratuitement en ligne...

 

Read this FREE online!

 

"The National Academy of Sciences and Institute of Medicine have released Science, Evolution, and Creationism, a book designed to give the public a comprehensive and up-to-date picture of the current scientific understanding of evolution and its importance in the science classroom. NAS and IOM strongly maintain that only scientifically based explanations for life should be included in public school science class. "