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Re: [Phys-l] About the "why" and "how" questions.



Mike,

I understand the frustration, but maybe I can offer a point of view as to why this thread is relevant. Anyone involved in physics education, or science education in general, eventually encounters issues that are of interest to the general public. Global warming, and evolution, certainly fall into that category. Are those subjects for discussion in a physics classroom? Quite probably, not only because physics is at the heart of the science involved, but because the enterprise of science is involved. I would suggest that a good physics course involves a discussion of the philosophy of science, the rules of science, and the basic question of what science is. I think any science-related comment by Stephen Hawking is worthy of discussion.

Granted, there aren't many conflicts between religion and science when it comes to Newton's laws, but there are conflicts between religion and science in general. Should how scientists interact with the general public be a part of a physics class? Not as a major component, but I think at least as a minor component.

I don't know about others, but I learn a great deal by presenting my ideas and listening to the responses. Can't say I'm a fan of the arrogance that sometimes comes back at me here, but I do learn things. What I learn affects how I teach physics. Conversations here have already changed how I explain various concepts to teachers, and that's a good thing. This is an exaggeration, but it is a bit like the justification for "pure" scientific research. One might not know what one will find, and much of it will be fruitless, but once in a while one finds a gem.

Set your preferences so things are organized by thread, and delete this thread. I am annoyed when people here start spouting political talking points, and I don't think those posts are appropriate, but in the end I can just delete all of them.

Bill



On Dec 22, 2010, at 8:36 PM, M. Horton wrote:

Is this thread going anywhere? It's been going on for weeks, maybe a month
even.

At what point is it appropriate for the list manager to step in and say
"Enough. Change the subject."?

BTW, I'm aware of the delete button, but this must have been well over 100
emails. Please, let's change the subject to something more pertinent to the
teaching of physics.

Mike


----- Original Message -----
From: "William Robertson" <wrobert9@ix.netcom.com>
To: "Forum for Physics Educators" <phys-l@carnot.physics.buffalo.edu>
Sent: Wednesday, December 22, 2010 1:38 PM
Subject: Re: [Phys-l] About the "why" and "how" questions.


Not taking exception to the poetic construction. He writes very well!
But does he not overstep the limits of scientific knowledge? Even
someone of his inestimable intelligence can suffer from a case of
hubris, no? And I don't see how someone being religious or non-
religious has anything to do with it. One can appreciate religious
viewpoints, and the difference between them and scientific knowledge,
without being a believer.

Bill


On Dec 22, 2010, at 1:38 PM, John Mallinckrodt wrote:

William Robertson wrote:

I've already provided one glaring example, which is Hawking stating
(in so many words) the we (scientists) are on the verge of knowing
what God intended.

I haven't read the book, but I'm quite sure that Hawking didn't say
anything even remotely like that. As I understand it, Hawking
offered his opinion that there is no need for God to explain the
creation or subsequent evolution of the universe. I suspect that
most scientists would agree with that--I certainly do--but I have
some limited sympathy for the proposition that it might have been
needlessly provocative.
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