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- W611838696 abstract "The controversy about the place of organic evolution in American public schools involves a number of different philosophical issues, including questions about the nature of science, religion, and political justice. In this article, I discuss not so much whether creationism should be taught in schools, but how evolution should be taught. If we are going to prohibit the teaching of something like Intelligent Design (ID) in science classrooms because it is unscientific, what implications does that then have for how we teach evolution? My goal is to uncover the most fair and consistent position. The first question we need to ask before proceeding to is this: What is fairness and what does fairness demand with respect to the curriculum? One productive starting point for this discussion is John Rawls and his notion of “justice as fairness.” In Theory of Justice, Rawls argues that fairness means being able to cooperate with one another under conditions of mutual respect and equality. To better understand what Rawls means by mutual respect and equality, he asks us to visualize a situation in which individuals are debating the basic principles governing their society and are doing this behind what he calls a “veil of ignorance.” This veil means that individuals are unaware of the social positions they occupy within the society they construct. This position, the “original position” as Rawls calls it, illustrates the conditions of fairness. No one is going to argue for privileging one contested belief system over another since one might find oneself outside of the privileged social position once the veil of ignorance is withdrawn. The device forces us to think about how we would feel if we were to occupy different social positions. In this position, we are better able to imagine a society that would be fair, whatever substantive (reasonable) beliefs one holds or whatever one’s race, class, or gender. This notion of fairness is not without controversy, of course, but it will serve as my entry point here. Given this notion of fairness, what should we do with representations of different belief systems in the curriculum? What would we agree to under conditions of mutual respect and equality, in other words, in something like the original position? I can only defend here what I think is a relatively trivial answer to this question. In the original position, I think we" @default.
- W611838696 created "2016-06-24" @default.
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- W611838696 date "2014-01-01" @default.
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- W611838696 title "Fairness in Teaching Evolution in Public Schools." @default.
- W611838696 hasPublicationYear "2014" @default.
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