Methods of Critical Reasoning

Class Debate Project: 
Evolution and Creationism in the Public Schools

Introduction to the Project

The debate project in 302 is a two-week exercise synthesizing critical thinking and research in a participation-intensive format.  On an individual level, this assignment will give you an opportunity to bring together everything we’ve discussed in our seminar and apply it to a specific, real-world issue of current interest--the debate over the inclusion of creationism in our public schools’ science curriculum.  The project will require you to examine your own beliefs and preconceptions about the issue, do a bit of research to educate yourself on the terms of the debate and its major points of dissension, apply your critical reasoning skills to analyze this information, and take on a “role” for the debate itself.  Thus, while the project has an intellectual component, it also emphasizes participation, teamwork, and creativity.

The Scenario

Concerned parents in a large Chicago-area public high school district have raised questions about the district’s required science curriculum.  Specifically, some have lobbied school officials to teach creationism alongside evolution in biology classes as a way to achieve “balance” to theories about the earth’s (and life’s) origin.  The debate over whether creationism should be taught in science classes has reached the district’s school board, which has scheduled a two-hour meeting to hear testimony from interested parties and render a decision on the proposed reform measures.

Overall Format of the Exercise

The project spans two weeks:  during Week 13, the class will split into three groups--those advocating teaching creationism alongside evolution; those advocating teaching evolution only; and the school board itself.  Each class member, regardless of group affiliation, will define for him/herself a fictionalized “persona”:  a character with a particular background, a broad viewpoint on the subject, and a specific opinion on the debate.  The board will establish procedural guidelines for Week 14’s meeting, communicate those guidelines to the other two groups, and elect a chair to moderate the debate.  Groups will spend time discussing the issues and strategizing their approach to the meeting.  Special consideration should be given to what arguments/evidence will be presented, who will present each part of the arguments, and how the opposing side’s arguments could be rebutted effectively.  Participants may convene in the library for part of the class, if on-the-spot research is needed.

On Week 14, the board will conduct hearings on the debate, run the meeting in an orderly and time-conscious manner, deliberate on the evidence, and render a collective decision (which need not be unanimous).  The board should give a brief oral rationale for its decision, and dissenting members may cogently state their objections to the majority decision.  Finally, the class as a whole will step “out of character” and discuss the proceedings, paying special attention to the effectiveness of various arguments and evaluating the board’s decision. 

Participants

The board shall consist of seven members and should include as many people as possible with relatively neutral viewpoints on the subject.  If partisans are on the board, they should be balanced with representatives from the other viewpoint.  The two debating factions should each consist of individuals from a wide variety of perspectives/social roles; they may include parents, teachers, post-secondary educators, politicians, senior citizens, scientists, clergy, businesspeople, working professionals, etc.  Use your imagination when choosing and crafting a persona! 

A note on your character:  part of effective critical thinking involves getting out of one’s skin, so to speak.  Being able to see another’s viewpoint is one of the best ways to not only challenge your preconceived views, but also to sharpen, qualify, and otherwise refine your position on the issues.  I encourage you to stake out a persona that differs substantially from your own personal views on the subject--such a tack will ensure that your feelings don’t get carried away in the process of this potentially emotionally-charged debate (or that your personal bias doesn’t get in the way of thinking critically about these issues).

Recommended Research

Chapters one and five of the Berra book are highly recommended for getting a handle on the basic scientific concepts of evolution as well as the substance of the creationist critique of evolution.  (I would recommend the whole book to those of you interested in learning more about the detailed aspects of evolutionary theory.)  The other handouts (distributed in class) will shed light on the terms of the debate as well as the creationist position on the relation between science and religion.  Finally, the links on our 302 website will guide you to further information on the debate from both major viewpoints--and probably a few in between.

Major research is not required for the debate.  However, I’m pointing you toward these materials to give you background information on the key issues, basic information on evolutionary theory, and sample arguments/evidence your group may adopt and/or revise for the debate itself.  While I urge each participant to do a bit of your own reading and research, some research may be done collaboratively--or, your group may want to split research assignments to cover more ground effectively.  You will decide your strategy!

Evaluation

Participation in the debate is worth 25 points (on an individual basis), and consists of two things:  (1) contributing to the debate itself (by strategizing, assisting in research tasks, and speaking up during the debate/post-analysis in one way, shape, or form); 
(2) and submitting a one-page typed position paper on your persona.  The brief paper should address the following questions:  Who are you?  What particular viewpoint/knowledge do you bring to the debate process?  How do you fit into your group (or, as the case may be, the board)?  What is your informed opinion on the controversy, and what reasons support your view?

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Last updated 05/18/05