The Demarcation Problem: Conflict Between What to Teach And What Not To Teach
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document in english
educational studies
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date published 06/05/2008
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SummaryIn late 2005 a federal judge barred a Pennsylvania public school from teaching “intelligent design” in its biology classes. The trial had taken six weeks and resulted in a resounding win for those who support the teaching of evolution in the classroom. The ruling was a tipping point for many in that debate between evolution and its possible alternatives, a debate that has been raging since before the 1925 Skopes Monkey Trial. Many see this debate as an encapsulation of a battle of cultural values and one that is a key sign of the direction of society as a whole. Indeed, very rarely do tempers flare higher than when questions come up regarding what to teach a nation’s children.
Table of Contents- The history of the demarcation problem has its roots in the late 19th century.
- Logical positivists answered this question with the notion that all knowledge is based on observable facts.
- The logical positivists still sought to find a set of rules to determine what was meaningful and what was not.
- Karl Popper, an Austrian philosopher, sought to answer the problems raised by the logical positivist system.
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