"Science" versus "Literary" Mind

In the discussion with Professor Dalke on Thursday, we discussed whether or not evolution and social Darwinism should be taught in the same class in high school. We also talked about how a student may be a “science person”, “history person”, “literary person”, etc. Coming into this class as a “science person”, I initially thought that these two topics should absolutely be taught in different classes. Evolution is more objective, whereas social Darwinism and other topics are more subjective and could be allowed for interpretation. However, as our discussion progressed, my mind was changed and I think these two subjects would work well in a class for high school students. It would be great to have these two topics presented in the same course because it could help “blur the line” between the two subjects and help spark the interest of those students who aren’t as interested in science.

A different perspective on evolution and natural selection would be provided and could help expand on the students’ learning. For example, while it is important to teach the main facts about evolution, discussing the opportunity for change and development, even outside the realm of plants and animals could be beneficial. Teaching students that while the world is ever evolving and advancing, they have the same opportunities for themselves to do so as well. Professor Dalke also discussed the psychological term of the “stereoscopic eye”, in which the right eye and the left eye is needed to allow for depth perception. Perhaps, a science mind and a literary mind are both needed to allow for a deeper understanding of evolution.