PSO 4: Articulate worldview and perspectives for enhancing student learning.
Relevance
The assignment relevant to this PSO is a paper I wrote on the topic of creationism and evolutionary theory for EDU 505 (Spring 2013). It addressed the issue of whether evolutionary theory is compatible with the Bible by comparing the worldviews supported by each and by citing Biblical evidence that was pertinent to the discussion. It did not debate the merits of evolutionary theory itself; rather it debated the plausibility of reconciling evolutionary thought with belief in the Biblical Creator God.
This paper afforded me an opportunity to articulate and further develop my own worldview. In a Christian school setting, my understanding of the issue would allow me to address it in a science lesson, a Bible lesson, or an exercise in critical thinking. It would also serve as a model for students who are learning to compare and contrast ideas, and to use text-based evidence to form a logical argument. Having students complete a similar, developmentally appropriate assignment, in which they compare and contrast a Biblical concept with a non-Biblical concept, would provide them with practice of this important skill.
Significance
Writing this paper gave me a much-needed opportunity to reflect on my own beliefs, which were challenged, remolded, and strengthened by this course. Through my research, I was able to deepen my understanding of topic critical to both my teaching career and to my faith. It allowed me to strategize how I might teach this topic in the classroom, which involved an approach that is not prescriptive, but carefully analyzes the available information. I would prefer that my students practice this skill of inquiry and analysis, rather than accepting everything they are told without scrutiny. This is an important aspect of critical thinking - the ability to evaluate ideas, philosophies, and worldviews, and to apply them to real life.
In this instance, the topic holds scientific and theological significance. In public schools, the only worldview presented is the Scientific view that upholds evolutionary theory as the ultimate authority on the nature and origin of the universe. Students are rarely, if ever, presented with an alternative anywhere else in their lives. The explanations given by evolutionary theory for these matters are incomplete, but they are supported as the only explanations worth discussing. My goal is not to present the creationist worldview so that students may conform to my beliefs, but rather it is to train them to be critical thinkers who can critically evaluate evidence, even if it is seemingly the only evidence available on a topic. With my own personal philosophy firmly in place, I can confidently discuss the matter with students and facilitate the development of their own worldviews as well.
Links to Theory & Worldview
Constructivism hinges upon learners building their own understanding of a concept by asking questions and individually or collaboratively seeking reasonable answers. This assignment was primarily an exercise in constructivist learning, as it began with a question (an inquiry) into the relationship between two contrasting ideas. My task, as the researcher, was to gather enough evidence to support one side of the argument, and then to present my findings in the form of a formal paper.
Another aspect of constructivism present in this assignment was Piaget's concept of disequilibrium; the question challenged the widely held notion that it is theologically and scientifically acceptable to belief in both evolution and creationism. For people who wish to belief in the Creator God and in Darwinian evolution, the findings contained in this paper would create some cognitive dissonance and force a philosophical decision. By engaging this, readers and learners would be actively participating in knowledge construction and in the formation of their worldview.
Professional Actions
One of my goals as an educator is to develop students' whole personhood - the mental, physical, and spiritual aspects of who they are. The formation of a worldview, a process that addresses mental and spiritual elements, is an exercise in metacognition, as it requires reflective thought to determine which beliefs already exist. Once these beliefs have been identified, students can begin to recognize challenges to those beliefs, as I did when I began researching the topic of my paper. This kind of assignment would be easiest to implement in a Christian school setting, but it can also be adapted to meet standards and learning goals in a public school setting. All students need opportunities to form their worldviews, and I intend to be an effective facilitator and guide for students engaging in that process.
The assignment relevant to this PSO is a paper I wrote on the topic of creationism and evolutionary theory for EDU 505 (Spring 2013). It addressed the issue of whether evolutionary theory is compatible with the Bible by comparing the worldviews supported by each and by citing Biblical evidence that was pertinent to the discussion. It did not debate the merits of evolutionary theory itself; rather it debated the plausibility of reconciling evolutionary thought with belief in the Biblical Creator God.
This paper afforded me an opportunity to articulate and further develop my own worldview. In a Christian school setting, my understanding of the issue would allow me to address it in a science lesson, a Bible lesson, or an exercise in critical thinking. It would also serve as a model for students who are learning to compare and contrast ideas, and to use text-based evidence to form a logical argument. Having students complete a similar, developmentally appropriate assignment, in which they compare and contrast a Biblical concept with a non-Biblical concept, would provide them with practice of this important skill.
Significance
Writing this paper gave me a much-needed opportunity to reflect on my own beliefs, which were challenged, remolded, and strengthened by this course. Through my research, I was able to deepen my understanding of topic critical to both my teaching career and to my faith. It allowed me to strategize how I might teach this topic in the classroom, which involved an approach that is not prescriptive, but carefully analyzes the available information. I would prefer that my students practice this skill of inquiry and analysis, rather than accepting everything they are told without scrutiny. This is an important aspect of critical thinking - the ability to evaluate ideas, philosophies, and worldviews, and to apply them to real life.
In this instance, the topic holds scientific and theological significance. In public schools, the only worldview presented is the Scientific view that upholds evolutionary theory as the ultimate authority on the nature and origin of the universe. Students are rarely, if ever, presented with an alternative anywhere else in their lives. The explanations given by evolutionary theory for these matters are incomplete, but they are supported as the only explanations worth discussing. My goal is not to present the creationist worldview so that students may conform to my beliefs, but rather it is to train them to be critical thinkers who can critically evaluate evidence, even if it is seemingly the only evidence available on a topic. With my own personal philosophy firmly in place, I can confidently discuss the matter with students and facilitate the development of their own worldviews as well.
Links to Theory & Worldview
Constructivism hinges upon learners building their own understanding of a concept by asking questions and individually or collaboratively seeking reasonable answers. This assignment was primarily an exercise in constructivist learning, as it began with a question (an inquiry) into the relationship between two contrasting ideas. My task, as the researcher, was to gather enough evidence to support one side of the argument, and then to present my findings in the form of a formal paper.
Another aspect of constructivism present in this assignment was Piaget's concept of disequilibrium; the question challenged the widely held notion that it is theologically and scientifically acceptable to belief in both evolution and creationism. For people who wish to belief in the Creator God and in Darwinian evolution, the findings contained in this paper would create some cognitive dissonance and force a philosophical decision. By engaging this, readers and learners would be actively participating in knowledge construction and in the formation of their worldview.
Professional Actions
One of my goals as an educator is to develop students' whole personhood - the mental, physical, and spiritual aspects of who they are. The formation of a worldview, a process that addresses mental and spiritual elements, is an exercise in metacognition, as it requires reflective thought to determine which beliefs already exist. Once these beliefs have been identified, students can begin to recognize challenges to those beliefs, as I did when I began researching the topic of my paper. This kind of assignment would be easiest to implement in a Christian school setting, but it can also be adapted to meet standards and learning goals in a public school setting. All students need opportunities to form their worldviews, and I intend to be an effective facilitator and guide for students engaging in that process.
creation-evolution_paper.docx |