Oct 20, 2022 12:44 AM
(This post was last modified: Oct 20, 2022 12:56 AM by C C.)
INTRO (Jerry Coyne): If I could display one paper that vividly demonstrates the infiltration of ideology into biology education, it would be the one below, published last May in Bioscience. The article tells instructors in college biology classes how to teach the subject so that teachers do not “harm” the students by making them feel “unwelcome”, by implying that their behavior—particularly that related to sex and their gender—is “unnatural”, or by failing to represent the students’ identities while teaching biology.
[...] The gist of the paper is provided by its abstract:
Sexual and gender minorities face considerable inequities in society, including in science. In biology, course content provides opportunities to challenge harmful preconceptions about what is “natural” while avoiding the notion that anything found in nature is inherently good (the appeal-to-nature fallacy).
We provide six principles for instructors to teach sex- and gender-related topics in postsecondary biology in a more inclusive and accurate manner: highlighting biological diversity early, presenting the social and historical context of science, using inclusive language, teaching the iterative process of science, presenting students with a diversity of role models, and developing a classroom culture of respect and inclusion.
To illustrate these six principles, we review the many definitions of sex and demonstrate applying the principles to three example topics: sexual reproduction, sex determination or differentiation, and sexual selection. These principles provide a tangible starting place to create more scientifically accurate, engaging, and inclusive classrooms.
The principles, which I’ll give below with quotes, are designed to buttress the appeal to nature (closely related to the “naturalistic fallacy”)—the idea that a person’s identity is good because it is analogous to what we find in nature. Thus there is great emphasis on the diversity of sexual reproduction and a de-emphasis of generalizations (e.g. promiscuous males vs. picky females) that, the authors say, harm people. (My answer, below, is to teach that the appeal-to-nature fallacy is fallacious for a reason: it draws moral principles from biological facts, which is a bad way to proceed.)
Although the authors claim to be avoiding the appeal to nature, their whole lesson can be summarized in this sentence: "Human diversity is good because we see similar diversity in nature."
The explicit aim of this pedagogy is not just to teach biology but largely to advance the authors’ social program... (MORE - missing details)