I would like to comment on the question of whether to include pseudoscience topics into a conceptual physics curriculum. I believe it is appropriate because it is a motivational way to encourage students to think about the philosophy of science. It exposes students to the variety of ways that science can analyze claims and solve problems. Paul Hurd from Stanford University has stated "There is plenty of time after high school for scientists-to-be to learn the minute facts of science...(what they need are skills) to distinguish evidence from propaganda, probability from certainty, rational beliefs from superstitions, data from assertions, science from folklore, theory from dogma." (ref. Scientific American, October 1999, "The False Crisis in Science Education") This statement was for high school students but it is pertinent for non-science majors enrolled in a conceptual physics course at a community college. I believe using pseudoscience as an instructional tool is an excellent way to develop these skills. This past semester I asked my Introduction to Geology students if science could support or refute the following superstition - "It is believed that the Hawaiian Volcano Goddess Pele curses, with bad luck, all tourist that walk off with volcanic rocks." A significant number of students thought science could not support or refute such statements. And only one or two could suggest a good test to examine it. We have some good discussions on whether or not a mere suggestion of this being superstitious disrespects the native Hawaiian culture. ;)
Alan Scott
-----Original Message-----
From: Herbert H Gottlieb [mailto:herbgottlieb@JUNO.COM]
Sent: Mon 12/23/2002 6:33 PM
To: PHYS-L@lists.nau.edu
Cc:
Subject: Re: student debates on pseudoscience
On Mon, 23 Dec 2002 16:17:37 -0500 Larry Cartwright
<exit60@CABLESPEED.COM> writes:
> Ben Crowell wrote:
> >
> > I'm teaching a conceptual physics course at a
> > community college, and would like to have my students
> > debate each other on issues related to pseudoscience.
>
> When you have time, I would be interested in hearing your reason(s)
> for wanting to do this project. Given all the good physics concepts
> they could be exploring, why use precious classtime to explore
> not-physics?
> Larry Cartwright <exit60@cablespeed.com>
I agree 100% with Larry. Is there any opposition out there???
Herb Gottlieb from New York City
(Where our struggling physics students need the time to learn Physics
...
and our really good students need even more time for learning Physics.)