Comenius

Dans une interview réalisée par le Café Pédagogique je réagis à un point de vue exprimé par Jacques-Marie Bardintzeff sur la question de l'observation et des modèles en sciences de la Terre.

 http://www.cafepedagogique.net/lemensuel/lenseignant/scie...

Le lien vers l'interview de JMB (voir la toute fin de la dernière vidéo) :

http://www.cafepedagogique.net/lemensuel/lenseignant/scie... 

Ce débat n'enlève rien aux qualités de vulgarisateur de JMB mais il me semble particulièrement important dans la perspective  de conduire une réflexion sur comment les sciences de la Terre doivent (peuvent) être enseignées.

Vos commentaires sont les bienvenus. 

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 

 Un ouvrage consultable gratuitement en ligne...

Science Evolution and Creationism
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"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. "