Thanks, all, for the suggestions regarding how to deal with students
who appear to think it inappropriate to "figure out how things work." Today
we started the chapter on motivation, which gave me the opportunity to
discuss exploration/manipulation/curiosity motives, their adaptive value in
both humans and nonhumans, and how old-school learning theorists had
problems explaining why animals will actually work for the opportunity to
explore (what is the biological need leading to the drive whose reduction
reinforces behaviors). The class seemed to enjoy the discussion and joined
into it (which is rare in a class of 100).
Now I seek advice on a second problem. This is the first semester I
have taught intro in several years. Years ago I learned to avoid the word
"evolution" -- whenever I would speak it, 2 or 3 students would stand up and
walk out. I learned to speak of "natural selection," not evolution. Last
week I slipped up and let the word "evolution" be part of the lecture a
couple of times. Now I am suddenly receiving religious mailings in my
campus mailbox (Awake!), religious brochures slid under my office door while
I am in class, and when I exit a classroom, I find persons I do not know
addressing me by name and explaining how I am bound by sin and only Jesus
can save me. If only I had not let the word "evolution" slip. I don't
really want to spend class time debating evolution versus creationism. Is
it wise to continue to try to avoid this confrontation or would a different
course of action be more productive?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC 27858-4353
Voice: 252-328-4102 Fax: 252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm
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