Belated Blog Links

Since I can't figure out how to set up links to others' blogs in the sidebar just yet, let me offer you these two blogs as additional sites of interest.

First, English 1010 student Alex Boles is hosting a blog at www.a-boles.blogspot.com. His current discussion is about conformity, and there are comments from other 1010 students which attempt to answer some of the questions Alex poses in his initial blog entry. Please throw in your two-cents' worth to help Alex get his blog up and running!

Second, check out the DurnMoose Lodge at www.dmj-lodge.blogspot.com. This one is a weekly roundtable discussion of particular newsworthy events. Hosted by The Moose, the blog includes several writers, of which yours truly is one. Join us this week for a discussion of the Pledge of Allegiance and our national anthem, amongst other items. Your comments are welcome!

Cheers!
Ms. O

Diving Beneath the Surface of Belief

In the commentary on my first blog regarding the teaching of intelligent design in school, a wide range of opinions has been expressed. Some bloggers argue that science classes should include both evolution and ID because "all sides of the issue" should be taught; others say that ID should not be taught at all because it is not science. Still, other bloggers have cautioned us about teachers teaching what they believe rather than pure content, and at least one person has questioned whether there is time in the curriculum to teach anything besides what's on the standardized tests at the end of the road. We have a number of people who believe in creationism/ID but don't think it should be taught in schools because it is religion and should be left to churches to teach. A few people argue that ID should be taught instead of evolution because they believe ID is true and evolution is not true. Others think it would be fine to teach ID in required religion classes which cover a wide range of creation stories from various religious traditions. A couple of people mentioned the debate in the scientific community over the specific workings of evolution, noting that even hard-core scientists disagree about how evolution works. In essence, the rich array of opinions expressed by Nota Bene bloggers mirrors those expressed in our national discourse. These are exactly the lines of argument that you will find in the New York Times editorial pages, in televised roundtable discussions, and in some news reports about efforts by ID-supporters to move ID into public school curricula. You will even find many of these arguments parodied by Jon Stewart in The Daily Show's series "Evolution/Schmevolution"!

As we continue this discussion about religion and science in our national public life, I am wondering where we get our ideas about what is true and what is untrue about the origins of humanity. If you believe in ID and creationism, who told you that creationism was true, and why do you believe in what that person/those people say? If you agree with evolutionary theory, where does this belief come from? Are the people who taught evolution to you trustworthy? Regardless of whether you consider yourself to be a religious person dedicated to biblical understandings of our origins or a scientifically-minded person with the scientific method behind you (or some combination of the two), please consider the sources of your beliefs. Where does the authority come from to support your ideas? Who taught these ideas to you, and what evidence do you have to support your continued belief in a particular notion of origins?

As you answer these questions, first define what it is you believe as clearly as you can and then explain how you came to this belief.

Breaking Urban Poverty after the Flood

In class lately, we've been discussing the Hurricane Katrina disaster along the Gulf Coast, and, to encourage us to think beyond the immediate relief situation, I handed out "Katrina's Silver Lining," an article by New York Times Op-Ed columnist David Brooks (Sept. 8, 2005, edition). In his article, Brooks argues that, after the horror of the hurricane, we now have an opportunity to address significant social and economic disparities that we were all too willing to ignore before the disaster. Specifically, Brooks wants us to remediate the cycles of urban poverty in our nation by working to rebuild neighborhoods that are socio-economically mixed. What this means for New Orleans and other towns and cities along the coast is that housing patterns will change, commercial zoning will have to change, school districts will have to be re-established along different lines. The amount of work it will take to make these changes possible is staggering, but the potential to re-envision what America could be is incredible and should give us hope.

If you are interested in this issue, write a response to Brooks' proposal. Do you think his ideas will work as we rebuild in Louisiana, Mississippi, and Alabama? If so, why do you think they will succeed and how long will it take to make the changes necessary? If you don't agree with Brooks (or believe he's wrong-headed in his specific plan), explain why he's wrong and offer your own solution to the problems that have been revealed in the wake of the flood. Regardless of your opinion about Brooks' ideas, I want you to ponder what your role will be in addressing the racial, economic, and social injustices we have been discussing in class.

Monday 6 to 9 Class--Blog # 1

Dear Monday Evening 1010 Students,

In our first class, we got off to a very energetic and positive start in our conversation about the film Inherit the Wind. Several of you spoke vehemently about the relationship between religion and science as it plays out in the public sphere. Some of you seem passionate about what is taught (or not taught) in schools, particularly in relation to the question of evolution versus creationism/intelligent design. Others of you were quiet for various reasons, perhaps because you don’t like to talk in class or because you couldn’t get a word in edgewise or because you don’t really care one way or another about this issue.

Whether you have strong ideas about these matters or feel apathy about them, I am interested in your thoughts. Therefore, for this blogging exercise, please comment on whether or not you think creationism should be taught in primary and secondary schools’ science curricula. When you write, be sure to explain why you hold the opinion that you do, and, as you write, remember that people from outside of our class can read what you’ve posted to the blog.

Happy Blogging!
Ms. O