----- Original Message -----
From: Brad McCormick, Ed.D. <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, October 20, 2000 3:04 PM
Subject: Re: Evolution and Cognitive Dissonance


> "Dewey Dykstra, Jr." wrote:
> >
> > Students' (and society's) problem with evolution theory might also have
to
> > do with the way science is taught to even the youngest as if we are
> > indoctrinating possible future professional scientists with the Truth.
> >
> > Do this for long enough and you convince most they are not smart enough
and
> > most never change their understanding of the phenomena.  Gee! That's the
> > outcome of Science "Education" now!  Go figure!
> [snip]
>
> I think another Dewey (John...) would have concurred with this.
>
> Lawrence Kohlberg spoke of "the hidden curriculum": what
> the school teaches by example, as opposed to what it says
> it is doing "on the surface" (albeit, taken seriously,
> even some of the propaganda is not appealing: "Come
> here and work hard!" "No thank you.").
>
> We will not *inspire* students to love science
> (or anything else, for that matter -- except perhaps
> "being left alone"...), by continually making them
> objects of measurement (aka "tests", etc.),
> instead of inducting them into the noble order of
> *measurers*.
>
> Man is the subject of the world, but everywhere he is
> an object. (sound familiar?)
>
> +\brad mccormick

Yup.  As the subject, man does the acting.  As the object, he is acted upon.
This is simple logic aka "grammatical rules" as in N-V-N (noun, verb, noun)
or S-V-O (subject, verb, object).  Apparently these rules are how language
originated.  For us to change them now sounds foolhearty.

Gerry