Category: education

American secondary schools ditch algebra and advanced math requirements in the name of equity

July 23, 2023 • 9:30 am

Here’s a bit of Nellie Bowles’s weekly news summary that I highlighted on Saturday.

→ Make algebra illegal! Progressives have been waging a long battle against accelerated math courses in middle and high school, and they are winning. A lot. First they won San Francisco, where Algebra I was banned in public middle schools. Now this week, they basically got that to be the new California math policy. And it’s been spreading: Cambridge, Massachusetts, and other school districts have followed suit. Basically, white parents are 1) convinced that black kids simply can’t learn algebra and the only possible solution is to ban the class, and 2) alarmed how much better the Asian kids are at this class and worried it might hurt little Miffy’s prospects. For now, just read this great takedown by economics writer Noah Smith: “Refusing to teach kids math will not improve equity.”

Well, of course you have to check the references for yourself, but by and large they do check out. Remember that in America “middle school” is all secondary school from grade 6 up to the beginning of high school, which is grade 9—students from about twelve to fifteen years old.  Nellie’s explanation for the banning of algebra, however, is undoubtedly correct.

First, let’s check out her three claims, which I’ve put in bold below. Two of them are accurate, and one is semi-accurate:

1.) San Francisco bans algebra in public middle schools: This appears to be true: go here or here.

2.) New California math policy bans algebra in middle schools: This appears to be questionable. The source above says this (my emphasis):

Critics, including many parents of high-achieving students, worried that students would be prohibited from taking appropriately challenging courses—and that delaying Algebra until 9th grade wouldn’t leave students enough time to take calculus, generally viewed as a prerequisite for competitive colleges, by their final year in high school.

That language has since been revised. The approved framework still suggests that most students take Algebra I or equivalent courses in 9th grade, through either a traditional pathway or an “integrated” pathway that blends different math topics throughout each year of high school.

But the framework notes that “some students” will be ready to accelerate in 8th grade. It cautions that schools offering Algebra in middle school assess students for readiness and provide options for summer enrichment support that can prepare them to be successful.

This implies that algebra will be optional (as other sources say) in the 8th grade, the last year of “middle school” (“junior high school” as mine was called). It’s possible that some schools won’t offer it, though.

HOWEVER, the new California standards don’t appear to ban algebra, though I haven’t read them carefully. What they seem to offer up to grade 8 is a form of  optional algebra: “algebra lite”. Perhaps that’s why Nellis said “basically” that is the new California math policy.  From a FAQ on the state’s website:

Chapter 8 of the draft Mathematics Framework notes that: “Some students will be ready to accelerate into Algebra I or Mathematics I in eighth grade, and, where they are ready to do so successfully, this can support greater access to a broader range of advanced courses for them.”

The framework also notes that successful acceleration requires a strong mathematical foundation, and that earlier state requirements that all students take eighth grade Algebra I were not implemented in a manner that proved optimal for all students. It cites research about successful middle school acceleration leading to positive outcomes for achievement and mathematics coursetaking, built on an overhaul of the middle school curriculum to prepare students for Mathematics I in eighth grade, teacher professional development and collaborative planning time, and an extra lab class for any students wanting more help.

To support successful acceleration, the framework also urges, in chapter 8: “For schools that offer an eighth grade Algebra course or a Mathematics I course as an option in lieu of Common Core Math 8, both careful plans for instruction that links to students’ prior course taking and an assessment of readiness should be considered. Such an assessment might be coupled with supplementary or summer courses that provide the kind of support for readiness that Bob Moses’ Algebra project has provided for many years for underrepresented students tackling Algebra.”

3.) Cambridge, Massachusetts bans algebra in middle schools. The link above, via the Boston Globe, appears to give an accurate account: algebra is banned until high school:

Cambridge Public Schools no longer offers advanced math in middle school, something that could hinder his son Isaac from reaching more advanced classes, like calculus, in high school. So Udengaard is pulling his child, a rising sixth grader, out of the district, weighing whether to homeschool or send him to private school, where he can take algebra 1 in middle school.

Udengaard is one of dozens of parents who recently have publicly voiced frustration with a years-old decision made by Cambridge to remove advanced math classes in grades six to eight. The district’s aim was to reduce disparities between low-income children of color, who weren’t often represented in such courses, and their more affluent peers. But some families and educators argue the decision has had the opposite effect, limiting advanced math to students whose parents can afford to pay for private lessons, like the popular after-school program Russian Math, or find other options for their kids, like Udengaard is doing.

Now getting rid of the algebra option in middle school, which is where I took it, is about the dumbest thing I can imagine, even if you buy the rationale: to “level the playing field of knowledge” so that the variation in math knowledge is reduced among all students, providing a kind of “knowledge equity”. Because minority students don’t do as well in algebra as white students or especially Asian students, by eliminating algebra you reduce the disparity in achievement among groups.  But preventing advanced students from taking algebra before high school only punishes those students, including minority students, who have the ability and desire to handle algebra. It prevents those students from going on to calculus, and perhaps other advanced math classes, early in high school. The result: a impediment in the way of students who want to and have the ability to go onto STEMM careers. This may be the craziest move I’ve seen done in the name of “equity”: removing the ability of capable students to access classes they want and can handle.

But Noah Smith’s column, cited by Nellie above, gives a much better summary, underlining the sheer lunacy of this policy. Click to read:

An excerpt:

A few days after Armand’s post, the new California Math Framework was adopted. Some of the worst provisions had been thankfully watered down, but the basic strategy of trying to delay the teaching of subjects like algebra remained. It’s a sign that the so-called “progressive” approach to math education championed by people like Stanford’s Jo Boaler has not yet engendered a critical mass of pushback.

And meanwhile, the idea that teaching kids less math will create “equity” has spread far beyond the Golden State. The city of Cambridge, Massachusetts recently removed algebra and all advanced math from its junior high schools, on similar “equity” grounds.

It is difficult to find words to describe how bad this idea is without descending into abject rudeness. The idea that offering children fewer educational resources through the public school system will help the poor kids catch up with rich ones, or help the Black kids catch up with the White and Asian ones, is unsupported by any available evidence of which I am aware. More fundamentally, though, it runs counter to the whole reason that public schools exist in the first place.

The idea behind universal public education is that all children — or almost all, making allowance for those with severe learning disabilities — are fundamentally educable. It is the idea that there is some set of subjects — reading, writing, basic mathematics, etc. — that essentially all children can learn, if sufficient resources are invested in teaching them.

. . . When you ban or discourage the teaching of a subject like algebra in junior high schools, what you are doing is withdrawing state resources from public education. There is a thing you could be teaching kids how to do, but instead you are refusing to teach it. In what way is refusing to use state resources to teach children an important skill “progressive”? How would this further the goal of equity?

. . .Now imagine what will happen if we ban kids from learning algebra in public junior high schools. The kids who have the most family resources — the rich kids, the kids with educated parents, etc. — will be able to use those resources to compensate for the retreat of the state. Either their parents will teach them algebra at home, or hire tutors, or even withdraw them to private schools. Meanwhile, the kids without family resources will be out of luck; since the state was the only actor who could have taught them algebra in junior high, there’s now simply no one to teach them. The rich kids will learn algebra and the poor kids will not.

That will not be an equitable outcome.

In fact, Smith cites a fairly well-known study from Dallas Texas in which students were all put into honors math classes and were forced to opt out instead of opt in. This policy was implemented in 2019-2020, and the result was a dramatic increase in ethnic diversity in honors math classes in the sixth grade (students about 12 years old). The rise is stunning.  This is what we could have if we challenge students rather than accept their deficiencies. But no, that’s not the “progressive” way, which is to dumb down everything to the lowest level.

, , , , How did we end up in a world where “progressive” places like California and Cambridge, Massachusetts believe in teaching children less math via the public school system, while a city in Texas believes in and invests in its disadvantaged kids? What combination of performativity, laziness, and tacit disbelief in human potential made the degradation of public education a “progressive” cause célèbre? I cannot answer this question; all I know is that the “teach less math” approach will work against the cause of equity, while also weakening the human capital of the American workforce in the process.

We created public schools for a reason, and that reason still makes sense. Teach the kids math. They can learn.

I’m not even going to get into the debate about those who suggest that math class could be a way (surprise!) of teaching social justice. That’s also part of the revised California standards, and is summarized in this article by the Sacramento Observer (click to read):

A short excerpt:

The state of California is under scrutiny for its release of a math framework that aims to incorporate “social justice” into mathematics, despite calls from parents for improved education. The California Department of Education (CDE) and the California State Board of Education (SBE) unveiled the instructional guidance for public school teachers last week.

One crucial section of the framework  [JAC: go to chapter 2 of the link] emphasizes teaching “for equity and engagement” and encourages math educators to adopt a perspective of “teaching toward social justice.” The CDE and SBE suggest that cultivating “culturally responsive” lessons, which highlight the contributions of historically marginalized individuals to mathematics, can help accomplish this goal. The guidance further advocates for avoiding a single-minded focus on one way of thinking or one correct answer.

It’s clear from reading the California standards (especially Chapter 2 above) that “equity” means not just equal opportunity, but equal outcomes.  I want to take a second to address that because a few readers have maintained that “equity” simply means “equal opportunity”. If that were the case, we wouldn’t need the word “equity,” would we? No, equity is understood, in all the discussions above, to mean equal outcomes: children of all ethnic groups should be on par in their math learning.

That this is the standard meaning of equity (i.e., “groups should be represented in a discipline exactly in proportion to their presence in a population”) is instantiated in this well known cartoon:

Now this cartoon has a valid point: “equality” means little if groups start out with two strikes against them. But it’s also clear that “equity” means “equal outcomes” (more boxes) not equal opportunity (everybody gets a box).  I’m completely in favor of equality of opportunity for all groups, recognizing at the same time that this is the “hard problem” of society, one that won’t be solved easily. But it has to be solved if you believe in fairness.

I’m not a huge fan of equity, simply because it’s often used as proof of ongoing “systemic racism”, when in fact there are many other causes for unequal representation. Further, it’s the single-minded drive for “equity” that has led to to ridiculous actions like removing algebra from middle school.

Indigenous New Zealand “moon school” runs on superstition and astrology

July 13, 2023 • 10:30 am

This is what will happen if the “indigenization” of New Zealand’s public education proceeds apace, accompanied by the view that “other ways of knowing” are to be given equal time with modern science—or modern education. Both articles below, the first from Ako, “the [New Zealand] journal for education professionals, and the second from New Zealand’s Newshub via MSN, describe the same school.

As far as I can gather, this Māori-centric school is funded by the government, but appears to cater mainly to Māori students, although fewer than 10% of the students are Māori. The kicker is that the school runs on Maramataka, the Māori lunar calendar, and appears to involve a heavy dose of astrology.

While the students do appear to gain some practical knowledge about harvesting and cooking food (see below), it seems to me that they’re not getting the kind of comprehensive modern education that will get the students jobs and make them useful citizens to the country as a whole. And if you’re one of the 81% of non-Māori students, you’ll learn a ton about the culture and language, as well as some practical knowledge of the Māori. But will you be in good educational stead?

But read for yourself. I’ll quote mainly from the first article (click on screenshots to read). First, from Ako:

From New Zealand’s Newshub via MSN:

From the first article, which is heavy on Māori words.  “Maramataka”, as I said, is the Māori lunar calendar. The school is Te Kura Kaupapa Māori o Tūtūtarakihi (“Tūtūtarakihi Māori Education School”), on the North Island, which teaches students through their first eight years of school. (That would be up to the beginning of high school in the U.S.)

Here’s part of the justification for such a school:

What does understanding of ancient knowledge give us? Imagine having the blueprints for the pyramids of Giza right in front of us, the schematics for the mysterious Nazca Lines or the astronomical codex that guided the construction of Miringa Te Kaakara.

Sadly, the principles of knowledge used in the construction of these marvels have been largely lost to time, held only through the passing on of ever decreasing pools of understanding amongst the older generations.

Within maramataka, we are fortunate enough to have a vast assortment of knowledge remain present. Do we relegate this know-how to be lost in time, or apply it to increase wellbeing and a deeper understanding of our environment and how it affects us?

What do the Nazca lines and pyramids have in common? They are “spiritual”, often thought to involve aliens or numinous inspiration. And yes, we have pretty good ideas about how the pyramids and Nazca lines were constructed, though the significance of the lines are debated. As for the Miringa Te Kaakara, that is simply a cross-shaped house whose “principles of construction” are well known.

This school has been going about four years, but hasn’t been formally assessed in terms of educational outcome. Nevertheless, the teachers express overwhelming enthusiasm about the results:

When Henarata Ham (Te Aitanga aa Hauiti) principal at Te Kura oo Hirangi in Tuurangi was asked “Why did you do it?” the simple answer was, “Why not?” She said that after surveying whaanau and staff there was a 100 percent uptake for the concept. “So far, there have been no negatives, all of the results have been positive. This is the foundation for all of our knowledge, growing our iwi and whaanau citizens.”

From Newshub:

The Ministry of Education told The Hui: “The establishment of Te Kura Kaupapa Maori o Tūtūtarakihi delivers on education objectives for ākonga Māori, tamariki, and rangatahi to be able to access kaupapa Māori learning where they and their whanau are connected and engaged.”

(Translation: “The Ministry of Education told The Hui: “The establishment of Te Kura Kaupapa Maori o Tūtūtarakihi delivers on educational objectives for Māori students, children, and young people to be able to access standard Māori learning where they and their family are connected and engaged.”)

Could there be confirmation bias here? We won’t know until there’s a formal assessment of the students’ progress and knowledge.

And there’s this:

It added: “Kura Kaupapa Māori settings deliver great educational achievement and wellbeing outcomes for their akonga Māori, and their whanau.”

Rangimarie said the children and their whanau benefit through the revival of lost customs.

“If we truly seek well-being through that path, we can continue. There is no well-being for the Māori people living in poverty and illness. Therefore, this is one way to restore well-being to our people.”

This tribalism reminds me of the Orthodox Jewish schools in both Israel and the U.K., which don’t have separation of church and state. It’s fine to have religious or ethnic-centered schools run by astrology, but not ones funded by the public.

So here’s what the students learn: a combination of practical Māori knowledge, a smidgen of “standard” scientific knowledge, and some astrology:

Michelle Haua (Ngaati Porou, Te Awe Maapara) of Hiruharama Kura in Ruatooria spoke to Ako in 2021 about how she uses the maramataka in her classroom. So what has changed since then?

“One of the effects of COVID-19 was general price hikes, couple this with increased weather disturbance due to our global climate crisis, we are seeing food costs in particular becoming a huge problem for whaanau [extended families].”

Haua looks to the maramataka [lunar calendar] to help with these issues. “We use the seasons to do the things we are naturally good at. We are pragmatic and due to the rise in price of food, feel it is important to teach our children how to get kai [food] from our natural environment. The holistic practicalities of oranga pai [a good life]. We can teach them ABC and 123, but we are teaching them how to catch, prepare, cook and preserve kai under the auspices of maatauranga Maaori in conjunction with the maramataka.

Is this a general-education school or a cooking school?  But it’s said to “decolonize” thinking:

Te Wharekura oo Ngaati Rongomai, the first kura [school] to receive official confirmation of their transition to using maramataka, assisted greatly in “decolonising the thinking process. We made sure we had the facts to back us up, so this wasn’t change, it was a returning.”

Here’s the money quote, which mistakes the phases of the moon for what we think of as astrology:

The maramataka gives us information about phases of the moon which can be used and adapted to plan ahead whilst suiting localised curriculum, as well as regionally specific environments.

If you’re not convinced yet, I ask that you think about this for a minute: the Moon pulls the Earth’s tides which are largely comprised of water. Adult humans are made up of around 60 percent water. Does the Moon affect our “water” as it does the oceans? You be the judge.

The answer they are looking for, of course, is “yes”.  But the tides come in and go out twice a day, so we should have four episodes of psychological change per day. Is that astrology? You be the judge.

From the Newshub piece:

The Kura Kaupapa Māori o Tūtūtarakihi has set out to be one of the first kura to utilise Te Taiao, the natural environment, as the foundation of the curriculum – like doing maths by counting pipi [chickens] or reading stories about phases of the moon.

So that means that 80 percent of the time, the outdoors is their classroom and only 20 percent of school time is spent inside.

“The children will read and learn about the phases of the moon,” Kaiako Wikatana Popata said.

And when the children focus on holiday activities, it’s not Christmas or the January New Year.  Instead, following the Maramataka Māori, they’re marking the end of the year now.

“For some schools, the main strategy of learning is through paper and pen. But for us here at Tūtūtarakihi, [the children] can learn all sorts through environmental activities,” Pomare said.

Popata said people have judged the school because pupils are often at the beach.

“People assumed we were a bunch of hippies.”

But he said when the children gather shellfish, they’re also learning to analyse the waves and currents. They learn how to keep themselves safe and also learn the ancestral stories related to Tangaroa and Hinemoana.

Forgive me if I’m a bit dubious about teaching children how to “analyze waves and currents” while gathering shellfish on the beach. Yes, they can learn how not to drown, which is a practical skill useful in a country surrounded by water, but note that they also learn Māori ancestral legends. That’s a bit of anthropology and sociology that may be useful to know, but it sounds like the class—again 81% non-Māori—is being inundated with this stuff at the expense of what the country is falling behind in: reading, science, and math.

Instead, the curriculum appears to comprise astrology, legends, and practical knowledge relating to food. Such are the wishes of New Zealand’s Prime Minister, Chris Hipkins, who fostered this kind of stuff as Education Minister before he became The Boss.

The anonymous Kiwi who sent me these articles had the following to say:

Criticise this and you’ll be called a racist. To me this is pretty much equivalent to creationism.

This is certainly more like astrology than astronomy (e.g., the Māori never figured out that the Earth revolved around the sun, and they had no idea what stars were), but it does involve some accurate natural history observations and was useful in scheduling annual food production.

Maramataka was used to record seasonal cues for all sorts of things.  For example, the flowering of the pohutukawa tree was used to indicate the time of year when sea urchins (kina in Māori) have ripe gonads and are therefore good to eat. Of course this is correlative, not causal, and I’m sure you’re aware that various factors can lead to a decoupling between air and sea temperatures (e.g. upwelling, onshore movement of warm currents, etc) that would lead to errors in prediction, but as a rule of thumb based on inductive logic it’s reasonably reliable. There are other things like the flowering of certain trees coinciding with the spawning of a certain species of fish, and at that time Māori would stop fishing them.

So this is practical knowledge about an annual cycle of planting crops, harvesting crops, catching certain types of migrating fish, etc. It also involves a lot of woo.

Leaked curriculum proposal shows further degradation of science in New Zealand

July 5, 2023 • 10:30 am

UPDATE: (Read after reading what’s below the line.) NewsHub, which has seen the proposed curriculum document described below, also says that biology is largely missing from the proposed curriculum. For crying out loud! Click to read, and remember, I have not seen the confidential document but am reporting about it based on the statements of those who have seen it.

A bit of the article and some reaction from a NZ science educator:

Science teachers are stunned that a very early draft of the revised science curriculum makes no mention of physics, biology or chemistry.

Newshub has obtained the document, which was sent to a few teachers for their feedback.

Some of them were so alarmed they went public.

Doug Walker is the Head of Science at St Patricks College in Wellington.

“The moments I really thrive on are when you see that dawning epiphany on a student’s face,” Science Teacher Doug Walker said.

He has an absolute blast teaching science.

However, Doug is among a number of teachers who’re worried after seeing a leaked draft of the revised school science curriculum.

“I was quite surprised and concerned about what seems to be missing from the document,” he said.

That document proposes to teach science through five contexts – including the Earth system, biodiversity, and infectious diseases.

But nowhere in the draft does it actually mention teaching the basics of science, like physics, chemistry or biology.

h/t: Michael

Pardon me for writing about New Zealand science education again, but part of what I see as the function of this website is to serve as the voice of those scientists and science teacher in that country who are too cowed and fearful for their jobs to speak up against the dismantling os science teaching happening in their country. And I am encouraged to do so by many Kiwis who email me. So, here goes. . .

A draft of a proposed national New Zealand science curriculum was apparently leaked by concerned teachers to Dr. Michael Johnston, a senior fellow at the New Zealand Initiative. His bona fides are these:

Dr Michael Johnston has held academic positions at Victoria University of Wellington for the past ten years. This includes being the Associate Dean (Academic) of the University’s School of Education for the last 3 years.
Prior to his time at Victoria, Dr Johnston was the Senior Statistician at the New Zealand Qualifications Authority, a position he held for 6 years. Before that, he held positions at Melbourne and Latrobe universities.
Dr Johnston holds a PhD in Cognitive Psychology from the University of Melbourne.

The New Zealand Initiative, which published Johnston’s appalled reaction to the leaked curriculum, is described by Wikipedia as “a pro-free-market public-policy think tank and business membership organisation in New Zealand” whose areas of focus “include economic policy, housing, education, local government, welfare, immigration and fisheries.”

You can see Johnston’s outraged piece at the Initiative’s site by clicking on the screenshot below.  And below that is an article in the New Zealand Herald, the country’s biggest newspaper, that reports not only on the leaked document, which outlines secondary-school curricula, but also on the reaction of teachers and educators, which is by no means positive.

What’s missing from the new secondary-school curriculum is, well, most of chemistry in physics. Instead, these subjects will apparently be integrated into a “Big Four” holistic approach, which will teach all science under the rubrics of “climate change, biodiversity, the food-energy-water nexus, and infectious diseases.” (These are Johnston’s words.)  You can see that there’s no coherent coverage of a given subject, and I can’t even see how biology will be integrated into this framework.

Remember, this is just a draft, and perhaps public outrage will get the Ministry of Education to fix the curriculum, though I doubt it. But if it doesn’t fix it, the decline in New Zealand’s public education, as measured against comparable countries, will continue.

A few quotes from Johnston:

The Ministry of Education has recently produced a draft of the ‘refreshed’ curriculum for school science. But calling this document a science curriculum is far too generous. It is a blueprint for accelerating the decline of science in New Zealand.

Central concepts in physics are absent. There is no mention of gravity, electromagnetism, thermodynamics, mass or motion. Chemistry is likewise missing in action. There is nothing about atomic structure, the periodic table of the elements, compounds or molecular bonding.

These are key concepts for any student wanting to study the physical sciences or engineering at university. The universities will have to prepare themselves to teach science from scratch. If the Ministry gets its way, our schools will no longer be doing it.

What, you might be wondering, does the draft curriculum cover?

It seems that everything in science, from early primary school through to Year 13, will be taught through just four contexts: climate change, biodiversity, the food-energy-water nexus, and infectious diseases.

These are all important topics, but they do not comprise the general science education that is our young people’s birthright. In fact, to understand these things with any degree of sophistication, a solid understanding of basic science concepts and theories is required.

No doubt Ministry officials think that young people will find these topics attractive. They may be right. But if they are not systematically taught the basic theoretical content upon which study of these matters depends, they will never understand them. Initial attraction will turn to frustration. The likelihood of our best and brightest finding their places on the shoulders of giants like Rutherford and MacDiarmid will be diminished.

Nothing about gravity or the structure of atoms, nothing about the periodic table or mass and motion? What is going on there?

I won’t quote at length, as the article is free, but I’ll add that Johnston finds that the curriculum proposal distorts even the nature of science, making the curriculum seem parochial:

Just as disturbing as what is absent from the new science curriculum, is that the curriculum writers don’t appear even to know what science is. The document reads as if it was written by bureaucrats, not scientists. It opens with a ‘purpose statement’, outlining three overarching things that students are supposed to learn.

The first reads, “science is developed by people being curious about, observing and investigating the natural world.” That is true – curiosity is an important attribute of scientists. Observation and investigation are key elements of scientific methods. But these are not the things that make science unique as an approach to understanding the universe.

What makes science unique is its highly refined, methodical, approach to investigation, linked to the logic of theory testing. The experimental method is preeminent in this regard. But ‘experiment’ is another word that is absent from the Ministry’s new science curriculum.

And here’s the parochialism, which will be the death of science in this country:

Next, the curriculum tells us, students will “develop place-based knowledge of the natural world and experience of the local area in which they live.”

As Johnston retorts, “One of the beautiful things about science is that it takes us beyond the local.” I may be wrong, but I suspect this “place-based knowledge” comes from influence of the Māori, who are increasingly insisting that they must have control over their own scientific endeavors rather than integrate them into the whole of science. And Māori science is perforce local science.

The article below, from the New Zealand Herald, reprises what Johnson said (the paper must have seen a draft), but adds some comments. Click to read, and if it’s paywalled you can find it archived here.

A few bits:

Science teachers are shocked that an advance version of the draft school science curriculum contains no mention of physics, chemistry or biology.

The so-called “fast draft” said science would be taught through four contexts – the Earth system, biodiversity, food, energy and water, and infectious diseases.

It was sent to just a few teachers for their feedback ahead of its release for consultation next month, but some were so worried by the content they leaked it to their peers.

Teachers who had seen the document told RNZ they had grave concerns about it. It was embarrassing, and would lead to “appalling” declines in student achievement, they said.

More critics, some of them apparently big machers:

Association of Science Educators president Doug Walker said he was shocked when he saw a copy.

“Certainly, in its current state, I would be extremely concerned with that being our guiding document as educators in Aotearoa. The lack of physics, chemistry, Earth and space science, I was very surprised by that.”

New Zealand Institute of Physics education council chairman David Housden said physics teachers were not happy either.

“We were shocked. I think that physics and chemistry are fundamental sciences and we would expect to find a broad curriculum with elements of it from space all the way down to tiny particles.”

. . .Institute president Joachim Brand said he was worried teenagers would finish school without learning fundamental knowledge about things like energy and matter.

He warned the draft was heavy on philosophy and light on actual science.

“There is too little science content. Science needs to be learned by actually doing it to some degree. You need to be exposed to the ideas of how maybe atoms work, how electricity works, how electric forces and if that is not specified and you’re only given these broad contexts, then I’m really worried there will be huge gaps,” he said.

. . .Secondary Chemistry Educators New Zealand co-chairperson Murray Thompson said after he read the document he was left asking where the science was.

“The stuff in there is really interesting, but we have to teach basic science first. Where’s the physics and chemistry and why can’t we find words like force and motion and elements and particles, why aren’t those words in there?

“It’s the same mistake that they made with maths and literacy. They said ‘here’s the system, here’s the way’ and the maths was all about problem-solving and written problems and all that stuff without the basic skills,” Thompson said.

But of course given the fact that many educators don’t seem to care that much about a rigorous science education, you can find defenders of this plan, though only one is quoted:

One of the curriculum writers, director of the Wilf Malcolm Institute of Educational Research at the University of Waikato Cathy Buntting, rubbished suggestions key areas physics and chemistry would not be taught.

“Absolutely not. But they will be teaching the chemistry and the physics that you need to engage with – the big issues of our time – and in order to engage with the excitement of science and the possibilities that science offers,” she said.

However, Buntting said the document was intended to encourage change.

“What we are pushing towards with the current fast draft is more of a holistic approach to how the different science concepts interact with each other rather than a purist, siloed approach.”

Bunting is not a scientist but a specialist in education, and her concentration appears to be largely on “citizen science”.  (By the way, I’ve realized that the word “siloed” should raise a red flag, as, when used as a pejorative as above, it’s the opposite of “holistic”, another red-flag word, as is “stakeholders.”)

I should add that Wikipedia notes that the founders of the University of Waikato “From the beginning. . . . envisaged that Māori studies should be a key feature of the new university. It appears to be the center for Māori studies among New Zealand universities, and its webpage says this:

The world is looking to Indigenous knowledge to solve modern-day issues. Rated as one of the leading Mātauranga Māori centres in the country, we represent innovation and tradition in teaching and research, and provide global leadership in sustainable development and Indigenous issues. Our students are armed with the knowledge and attitude to advance Indigenous peoples and provide cultural perspectives in contemporary environments. Create positive change. Learn from the best.

No, the world is not looking to Indigenous knowledge to solve modern-day issues (I’ll name two of these issues: development of vaccines and global warming). Indigenous knowledge, if relevant, can surely be folded into the science mix to solve problems, but it’s usually more tradition-based than forward looking. And the mention of Mātauranga Māori (MM), or Māori “ways of knowing” is a bit disturbing, for MM that’s more than just empirical, trial-and-error based knowledge that can be taken as part of science. MM includes, as I keep saying, religion, ethics, morality, tradition, and superstition. It is not a “way of knowing” but a “Māori way of living.”

At any rate, although the leaked document was a draft, it doesn’t bode well for Kiwi science education. The only two readers’ comments on the NZ Herald page show that at least some of the public isn’t fooled:

Academics in New Zealand going down the tubes

June 30, 2023 • 9:15 am

I’ve written many times about the decline of academics in New Zealand over the past 20 years. This is not a matter of debate; it’s shown by many statistics. One site, for example, gives the data and, quoting from other sources, says this:

The New Zealand education system is also now one of the most unequal in the world. The gap between the educational “haves” and “have nots” eclipses all our English-speaking OECD peers. All this, despite Government spending per child increasing in real terms by more than 30% since 2001.

Here is more from Roger Partridge (2020).  Here is a 2022 update:

Low attendance at school is another sign the country’s education system is slipping with children from lower socio-economic areas the worst affected, the executive director of the New Zealand Initiative says.

The New Zealand Initiative is a think tank which carries out research to help New Zealand plan for the future.

It has commented on new research by the Education Review Office that shows children are missing school more in New Zealand than other English-speaking countries.

The office found four in ten parents were comfortable with their child missing a week or more of school per term and a third of students did not see going to school every day as that important…

The education system had been declining for 25 years and data backed up his view, such as the Pisa study carried out by the OECD. As an example, in maths the knowledge of a 15-year-old New Zealand student equated to a student aged 13 and a half 20 years ago.

Also from 2022:

In the past 12-18 years, New Zealand’s scores had declined by 23 points for reading, 22 points for science and 29 points for maths. The OECD estimated that 30 points was equivalent to one-year of learning.

If you want more, see this article from the New Zealand Herald, this one from the Waikato Business News, this one from Stuff,  this one from the New Zealand Initiative, and a post I wrote about the data in June. All sources agree on this decline, though the government, bent on achieving educational equity rather than quality, doesn’t seem to care much.

The post below by three Kiwi professors highlights the problems even more, blaming them on “misplaced social justice activism” that is hurting all groups in NZ, including the Māori, supposedly the beneficiaries of much of the new reforms. The problem is that the government, which is about as woke as they come, wants to reform education by making it more Māori-centric instead of making it more rigorous.

One sign of this, which I’m not going to dwell on today, is the explicit drive to teach science in such a way that modern science (misleadingly called “Western science”) is taught as co-equal to Māori “ways of knowing” (Mātauranga Māori, or MM), which, while including some empirical evidence, is also laden with myth, legend, superstition, religion, and morality.  I cann’t emphasize to the reader how much the drive to sacralize the ways of indigenous people has permeated the country. But in the end this will make it more parochial and less able to compete with similar countries for educational status and achievement.

Kiwis dare not question this drive as it puts their jobs and reputations in jeopardy. But the three below took the chance:

Click to read.

A few quotes:

Social justice activism is potentially damaging to the New Zealand university system and society as a whole (see the recent article by Peter Winsley [3]). University students must, of course, be free to study and debate social justice issues, but it is the place of the State, the courts, and charities to deliver social justice, not the university itself. Universities should be places of open enquiry in the quest for evidence-based truth and of open debate on matters of controversy, but not institutions where subjective experience or an ideological view is presented as an unarguable truth and becomes indoctrination.

. . . Social justice activism is potentially damaging to the New Zealand university system and society as a whole (see the recent article by Peter Winsley [3]). University students must, of course, be free to study and debate social justice issues, but it is the place of the State, the courts, and charities to deliver social justice, not the university itself. Universities should be places of open enquiry in the quest for evidence-based truth and of open debate on matters of controversy, but not institutions where subjective experience or an ideological view is presented as an unarguable truth and becomes indoctrination.

Some dangers of speaking out (there are far more incidents like these than I could recount):

Here in New Zealand, a senior academic was recently warned that questioning a perceived fall in academic standards would lead to disciplinary action. Also in New Zealand, failing to address matauranga Māori (Māori knowledge, including traditional concepts of knowledge) in contestable funding grant applications, even in mathematics or fundamental physics, may jeopardise the chance of winning a grant. These are just [two] examples of situations that have become commonplace.

. . . Many academics are uncomfortable with the direction that is now being taken but are afraid to speak out for fear of loss of promotion prospects, disciplinary action, being labelled racist, or even finding their names on one of the current redundancy lists.

Even questioning whether MM should be taught as coequal to modern science in science class also got seven signers of the famous Listener letter in trouble; all were demonized, some demoted. and two were reported to New Zealand’s Royal Society, of which they were members. (The “investigation” fizzled.)

I’ll skip the rest of the article except to highlight the solutions offered by the authors—solutions that are sensible but seemingly impossible to enact:

How do we turn all of this around? Possible actions are:

Incentivise freedom of speech and political neutrality. It is not the remit or responsibility of the university to be the kind and conscionable face of the State, or of any political party. For that we have the justice system and Government agencies. Government does not own our universities but, of course, is a major funder. It could influence internal policy by strong encouragement of freedom of speech, and by rewarding an absence of social justice politics driving programmes and staff behaviours. This could occur through, for example, targeted funding around best practice in the neutral role of “critic and conscience of society” and/or international teaching and research relevance. While social justice issues should be widely debated, a university’s operating culture should not be driven by social justice political agendas.

Carry out an internationally benchmarked review of university funding and reset base student funding levels, with a higher proportion of government funding supporting institutional operations. The level of student fees for the various programme categories will also have to be reviewed. Conversely, we would ideally deliver fees-free degree education, but if this is not possible, then access to university education could be ensured for students of limited means by funding targeted, need-based scholarships. Internally, universities should refocus a greater proportion of expenditure on core teaching and research.

Re-focus the Performance Based Research Fund back from its recently increased social justice focus to a renewed emphasis on research excellence and relevance.

Reboot Immigration New Zealand to ensure that ample, properly trained capability is present to deliver a speedy and effective international student visa service. Finance Education New Zealand and universities for an intensive and extended marketing campaign in key overseas source countries for international enrolments.

Generate an agreement between the eight universities around commitment to maintaining international standing. This initiative would require statements around adhering to the liberal epistemology in science, resisting moves to give equivalence in science studies to indigenous or minority “ways of knowing”, and removing unnecessary restrictions to teaching and research, thus ensuring international connectedness in research, and respect for multiple viewpoints while holding to a politically neutral position on all subjects.

Conclusions

New Zealand must not aspire to being an inward-looking Pacific ethnostate, a direction that seems to have been fostered by the present Government. It is vital that, for their future international credibility, our universities, on a viable financial footing, return to being completely apolitical and resist the changes that are being wrought by social justice activism. University decisions and actions in relation to teaching, research and outreach should be based on merit and not on identity.

Yes, these are all good, and, if implemented, would kick New Zealand back up into academic parity with other economically comparable countries.

But if you know New Zealand and its government (the new PM, Chris Hipkins, is the former Minister of Education who promoted the ‘social justice’ attitude and its concomitant effect on academic quality), you’ll know that these suggestions are, as Mencken would say, “bawling up a drainspout.” There is no chance, given the suppression of dissent about these issues, to even discuss them.

As I always say, I call attention to this because I love New Zealand and its people, but deplore what they’re doing to themselves. Further, this decline is an object lesson for the U.S., as ideology is increasingly creeping into our academics, now seen as a branch of Social Justice activism. “It can’t happen to us,” you say? I’m not so sure.

I’m sad to say this, but I don’t think the academic problems of New Zealand will be fixed.  They are circling the drain, but the politicians and academics don’t seem to care (except for those who dare not speak of the problem).

New Zealand’s educational decline

June 16, 2023 • 9:15 am

I’ve written before about how poorly New Zealand is doing, relative to similar countries, in educating its children, but I didn’t know how poorly until a Kiwi sent me this article from the think tank The New Zealand Initiative.  The author, Roger Partridge, not only gives the depressing data, but also focuses on problem: the government’s “child-centered approach” to teaching.

By the way, I get a lot of these articles from different New Zealand residents, all of whom want me to write about the problems of their country but are too afraid—and rightly so—to give their names. So these are all from anonymous sources.

Click to read:

The data from 2020 (my bolding)

The rise of automation, artificial intelligence and pressures from developing economies are threatening low-skilled and unskilled jobs. Never has the need for school leavers to be well-educated been more important than today.

Yet something is rotten at the core of New Zealand’s education system. A growing proportion of children leave school unable to read an instruction manual or do basic maths. Over the last twenty years, our education system has slipped from being the envy of the world to barely mediocre.

Kiwi students once ranked near the top of international education league tables. In the latest results from the highly rated Progress in International Reading and Literacy Study, Year 5 students placed last among all English-speaking countries and 24th out of all 26 participating OECD countries. Students suffered similar slides in maths and science.

The New Zealand education system is also now one of the most unequal in the world. The gap between the educational “haves” and “have nots” eclipses all our English-speaking OECD peers. All this, despite Government spending per child increasing in real terms by more than 30% since 2001.

Here are data from 2022 given by Tyler Cowen at Marginal Revolution: (my bolding)

Low attendance at school is another sign the country’s education system is slipping with children from lower socio-economic areas the worst affected, the executive director of the New Zealand Initiative says.

The New Zealand Initiative is a think tank which carries out research to help New Zealand plan for the future.

It has commented on new research by the Education Review Office that shows children are missing school more in New Zealand than other English-speaking countries.

The office found four in ten parents were comfortable with their child missing a week or more of school per term and a third of students did not see going to school every day as that important…

The education system had been declining for 25 years and data backed up his view, such as the Pisa study carried out by the OECD. As an example, in maths the knowledge of a 15-year-old New Zealand student equated to a student aged 13 and a half 20 years ago.

. . . . In the past 12-18 years, New Zealand’s scores had declined by 23 points for reading, 22 points for science and 29 points for maths. The OECD estimated that 30 points was equivalent to one-year of learning.

Here are the 2019 attendance data from that link above, showing the proportion of students in different Anglophone countries that attend school regularly (regular attendance “is defined as attending more than 90 percent of the time). New Zealand’s 2021 figure went up just 2%—to 60%.

Now what’s the reason for such a decline in both educational attainment and attendance? (Surely they are connected!) While a University of Auckland analysis of the slip in literacy produces only a bunch of waffling, including obsession with the Internet (something that of course also dogs competing countries), Partridge blames New Zealand’s philosophy of education (my bolding):

In her new book, my New Zealand Initiative colleague Briar Lipson exposes how pseudo-scientific dogmas have enveloped our education system. The book New Zealand’s education delusion: How bad ideas ruined a once world-leading school system is a startling dissection of the perils of the so-called child-centred approach forced onto schools by official curriculum and assessment policy.

Gone are the days when teachers followed a national, knowledge-based curriculum, ensuring all children are exposed to the same knowledge in core academic subjects like English, maths, science and social studies. Instead, the much-vaunted New Zealand Curriculum is a scant 67 pages long. The entire curriculum for social science (including history, social studies, geography, economics and politics) for Years 1-13 fits on a single A4 page.

How much children learn about the world around them is left to the discretion of the individual school, teacher and, increasingly, child. Instead of knowledge, children are to develop “competencies” like problem-solving and critical thinking, commonly described as “21st century skills.” (Goodness knows how any leader managed when they were educated in the 20th century.)

Some schools have continued with a more traditional, knowledge rich curriculum. This is especially true of schools that have opted out of the National Certificate of Educational Achievement (NCEA) in favour of international examination systems like Cambridge or International Baccalaureate. But in state schools, New Zealand Curriculum’s extreme child-centred approach prevails.

The problems with a child-centred approach are obvious. Or they are to almost everyone except those responsible for the education system. If the content of classroom study must “relate to the child,” students may learn little about the world outside their family or surroundings. This risk will be greatest for children whose home life involves neither books nor quality time engaging with adult family members.

Partridge also notes that the educational deficit is, as expected, larger in “vulnerable” communities. I’m not sure if this is a euphemism for communities comprising more indigenous (Māori) inhabitants, but statistics do show that the child poverty level is palpably higher in Māori children than the average child in New Zealand (and that of course means that the disparity between Māori and European descendants is even higher). Partridge continues:

In New Zealand’s Education Delusion, Lipson argues that the solution to these education woes is to strengthen the role of knowledge in the New Zealand Curriculum.

Drawing on both empirical research and cognitive science, Lipson shows that the New Zealand Curriculum’s approach has things backwards. Knowledge is a pre-requisite for all competencies, from reading comprehension to creativity and problem-solving (try fixing an engine without knowing how it works). Lipson’s research also demonstrates that direct instruction by teachers is the best route to gain that knowledge.

Taking on the education establishment is not for the faint-hearted. The Ministry of Education, the New Zealand Council for Education Research and the teachers’ unions are well-organised. They (mostly) sing from the same song sheet and defend their beliefs with a religious fervour. And were it not for international data, it would be almost impossible even to identify New Zealand’s downward trajectory and grave inequities.

That song sheet, by the way, includes the famous tune, “All Ways of Knowing Are the Sa,me/The Lord God Made Them All.”

I’m not going to weigh in on how to fix this problem: it’s enough to recognize that it exists and it is severe. What I will say is that the government of one of my favorite countries is doing precious little to fix it; in fact, it’s exacerbating it in two  ways.

First, if a “child-centered” curriculum involves enhancing children’s local knowledge at the expense of general or worldwide knowledge, it’s parochial.  And surely giving indigenous “ways of knowing” (Mātauranga Māori or MM) equal billing with the “ways of knowing” taught in comparable OECD countries will not help literacy, science, or math—the three areas in which NZ is especially behind. By making itself more parochial, and sacralizing the indigenous people, the NZ government and educational establishment will only guarantee that they continue to drop to the bottom.

Further, the constant sacralizing of the indigenous language won’t help with literacy either, particularly compared to other Anglophone nations.It’s nice that Crown people can speak some Māori words, but local language is dominating to the point where foreigners can’t read a lot of stuff supposedly written in English.

Second, by chilling speech around these issues (as I said, most Kiwis who write me don’t want their names used), the government can go ahead and do what it wants without getting any pushback. What I predict will happen is that well-off Kiwis will increasingly put their children in private and independent schools having more rigorous curricula. That will, of course, only enhance the disparities in education between rich and poor, and make state-run schools much worse than private ones. It will also enhance general inequality.

Education, along with many other aspects of NZ’s national welfare, are being held hostage by fealty to beliefs and demands of the Māori , people who most need the benefit of better education. But nobody dare mention the likely effects of indigenizing or “decolonizing” national education.

I see no way to stop this, particularly because those in higher education and the government must hold to their virtue by adhering to the ambiguous 1840 Treaty of Waitangi, the basis for claims that everything Māori, including science, must get attention and money equal to those given matters of the “crown”, as Europeans are called. It’s sad to watch the self-destruction of this country, but the greatest dissolution is down the road, when undereducated Kiwi children grow up and run the country.

A talk and a curriculum from New Zealand

February 15, 2023 • 12:15 pm

What is PCC(E) banging on about today? This post is about the decolonizing of government school curricula in New Zealand, especially of “early childhood curriculum.” Why do I care? I’ve explained it before: I hate to see a country I love going down the tubes, especially in science and academics. But you should also realize that there are few people in New Zealand who can publicly say the things I can, or publicly post letters opposing the ideological domination of science and academia by indigenous people.  Anybody who had a job in New Zealand would get fired for writing posts like this one. So it’s also a resource for the many disaffected kiwis who, because of pervasive “cancel culture” in their country, never get to hear those who support them. These posts may bore you, and in that case just skip them!

Yesterday I posted a letter to the new Prime Minister of New Zealand (and its new Minister of Education), signed by Elizabeth Rata and three other academics. Rata is Director of the Knowledge in Education Research Unit on the Faculty of Education and Social Work at the University of Auckland. Although she was instrumental in helping Māori students, her refusal to equate Māori “ways of knowing” with science, or to take the Treaty of Waitangi (Te Tiriti) as a binding document that gives indigenous people the right to dominate at least half of the public school curriculum, has caused her to be canceled among “progressive” Kiwis. Plus, as noted below, she signed the (in)famous Listener letter (see it here), which caused a huge uproar despite the fact that its sentiments were rational and correct.  This is from Wikipedia:

Rata was one of the principal figures in developing the kura kaupapa schooling project. She was the secretary of the combined kōhanga reo whānau seeking to develop continuation for Māori language learners graduating from kōhanga reo and was a member of the original Kura Kaupapa Māori Working Party. However, according to Rebecca Wirihana, herself an early Kura activist, “Elizabeth has been wiped out of the history of kura kaupapa.” Her recent criticisms of the direction of Māori immersion education, and of the insertion of mātauranga Māori into New Zealand education,  have prompted some highly critical responses.

. . . In July 2021, in the context of a review of the NCEA (New Zealand’s National Curriculum), Rata, along with six other University of Auckland professors and emeritus professors published a controversial letter entitled “In Defence of Science” in the New Zealand Listener, which said indigenous knowledge (or mātauranga Māori) “falls far short of what can be defined as science itself”.

This 26-minute talk, by Rata, called “New Zealand’s descent from democracy into ethno-nationalism”, was pointed out by reader JS428 in a comment  on my post.  What it’s about is the “decolonization” of New Zealand that’s supposedly based on the Treaty of Waitangi (1840). Ti Tiriti has been subject to various interpretations, and has been used to call for the equality of Māori ideas and culture with all other ideas and cultures in the schools. Although Māori constitute only about 17% of New Zealand’s population, they claim this hegemony because they’re the descendants of indigenous Polynesians who colonized the island, and also because they interpret Te Tiriti as giving them that right. But remember that New Zealand is now a multi-ethnic society, with these proportions of groups given in Wikipedia:

As at the 2018 census, the majority of New Zealand’s population is of European descent (70 percent), with the indigenous Māori being the largest minority (16.5 percent), followed by Asians (15.3 percent), and non-Māori Pacific Islanders known collectively as Pasifika (9.0 percent).

Yet, as you’ll see below, Rata is pushing back in this talk, calling for a return from the tribalism (based on “treatyism”) between Māori on one hand and everyone else (83% of the population) on the other. What’s happening in New Zealand is that a Māori-based ideology (Rata calls it “ethnonationalism”—the equivalent of CRT in America—is demanding not just education equity, but educational equality. That is, striving for instructional equity would occupy a far smaller proportion of academic instruction than would equality.  (Of course I favor educational equality insofar as it means that all students should be given the same opportunities and treated the same. Rather, by “equality” above I mean that half of the curriculum should be devoted to studies of Māori culture, language and ways of knowing.)

Rata asserts that this ideology controls language, the media, and education in New Zealand, and she’s not far wrong. Her discussion of education starts at 15:49 in the talk.

What I’m concerned with, as was Rata in the letter she co-signed yesterday, is summarized in her quote:  “Our education system is indoctrinating children into re-tribalism.”  I will let you be the judge of that by perusing the official government “preschool curriculum” below. Her two reforms for education itself are these. First, “remove the treaty and its principles from all education” (remember, it’s the treaty which makes activists demand to make Mātauranga Māori—Māori “ways of knowing”—coequal to science in the classroom). And you’ll see how the Treaty is used on p. 3 of the preschool curriculum below. Second, Rata asks the country to “rebuild the education system to teach academic subjects—the source of the “partially loyal individual”—rather than ideological dogma.

Below, which you can access by clicking on the screenshot (the pdf is here), is the newest (2017) version of New Zealand’s early childhood curriculum, required to be taught in all public pre-schools. Look through it yourself (don’t read it unless you want to wade through 70+ pages of palaver), and see if you detect what I do: an insidious attempt to take over education via the tribalism Rata mentions about above.

The title page itself, almost entirely in Māori, is echoed throughout the document. Note that already on page 3 they invoke the Treaty as justifying the extreme intrusion of ethnicity into the curriculum. They say it’s a curriculum for “all children,” but it’s really a curriculum for the Māori—certainly not for the equally numerous Asians, whose culture and language don’t permeate this document.  (Try finding some Chinese or Hindi words in there!) Now this document does contain, as did the higher-level curriculum I discussed yesterday, some good goals.  But just skim through the pages and see the pervasiveness of the treaty-based ideology.

You’ll be the judge; I haven’t the spoons for any kind of detailed analysis. You won’t be able to understand a lot of this document unless you already speak Māori, or have a dictionary in hand. Remember, look at the cover and recall that English is by far the language most widely spoken in New Zealand.

As always, I’m not at all opposed to making New Zealand students learn about Māori history and culture: they bloody well should! But ethnicity-based teaching cannot be allowed to dominate all aspects of schooling to the point that New Zealand students begin falling behind comparable countries in academic achievement. And that’s already happening. And the government doesn’t seem to mind. Many Kiwis, as David Lillis mentioned in the comments yesterday, are self-censoring on this issue because they fear for their reputations and livelihoods.

A bot discusses the relationship between science and religion

January 28, 2023 • 11:30 am

Matthew was trying out the ChatGPT site—the one in which an AI bot answers questions and writes essays on any specified topic. It’s being used widely, especially by students who get the bot to write their assignments—cheating, of course.  Here’s what Matthew did:

I gave ChatGPT an essay:  “Science and religion are enemies. Discuss.”

Science and religion have long been considered to be in opposition to each other, with some arguing that they are outright enemies. However, this view is not entirely accurate and a more nuanced understanding is necessary to fully grasp the relationship between these two fields. In this essay, I will discuss the ways in which science and religion have been perceived as enemies, as well as the ways in which they can complement each other.

One of the main reasons why science and religion are often seen as enemies is due to the fact that they have different ways of understanding the world. Science is based on empirical evidence and the scientific method, while religion is based on faith and spiritual beliefs (Duarte, 2018). This can lead to conflicts, particularly when scientific discoveries challenge religious beliefs. For example, the theory of evolution has been met with resistance from certain religious groups who believe that it contradicts their creationist beliefs (Numbers, 1992). Additionally, the idea of an old earth and the Big Bang theory have also been met with resistance from religious groups who believe in a young earth and literal interpretation of the creation story in the Bible (Numbers, 1992).

Additionally, some argue that science and religion have different goals and aims. Science aims to understand the natural world through observation and experimentation, while religion aims to provide a sense of meaning and purpose in life (Pigliucci, 2002). These different goals can lead to tensions and conflicts, as some may see science as threatening to their religious beliefs. For example, the idea of naturalism in science, which posits that everything can be explained by natural causes, can be seen as a threat to religious belief in supernatural causes (Pigliucci, 2002).

However, it is important to note that science and religion do not always have to be in conflict. In fact, many scientists and religious individuals have found ways to reconcile their beliefs and integrate them into their understanding of the world (Polkinghorne, 2002). For example, some religious individuals have found ways to reconcile evolution with their religious beliefs by seeing it as a means through which God created life (Polkinghorne, 2002). Additionally, some scientists have recognized the limitations of science and have turned to religion for a sense of meaning and purpose in life (Polkinghorne, 2002).

Furthermore, science and religion can also complement each other in certain ways. For example, science can provide a deeper understanding of the natural world, which can enhance one’s spiritual experience (Polkinghorne, 2002). Additionally, religion can provide a moral framework that can guide scientific research and ensure that it is conducted ethically (Polkinghorne, 2002). For instance, religious moral principles such as non-maleficence and beneficence can guide the ethical conduct of scientific research, ensuring that it is done in a way that minimizes harm and maximizes benefit (Beauchamp and Childress, 2013).

In conclusion, the relationship between science and religion is complex and multifaceted. While there may be conflicts and tensions between the two, it is important to recognize that they do not have to be enemies. Instead, they can complement each other and provide a more holistic understanding of the world. It is important to approach the relationship between science and religion with an open mind and a willingness to consider different perspectives.

References:

    • Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics. Oxford University Press.
    • Duarte, J. (2018). Science, Religion, and the Meaning of Life. Springer.
    • Numbers, R. L. (1992). The Creationists: The Evolution of Scientific Creationism. University of California Press.
    • Pigliucci, M. (2002). De

(The bot quit before giving all the references, but they’re easy enough to look up.)

Can you tell that this essay, complete with references, was composed by a programmed AI machine? I can’t. Moreover, it makes sense and covers a number of relevant areas. In fact, I could have written the first paragraph! If this were part of a take-home essay exam, it would no doubt have earned a decent grade.

Now you see why ChatGPT is so beloved by students and so feared by educators. But there are ways around it, and teachers are finding them. You can give in-class exams, as I did, or ask questions that a bot simply could not answer. There are also ways of checking prose to gauge the probability that it was written by a bot, but as bots improve, those prose-checkers will become less useful.  I doubt that any of us could, by reading it along, tell that this wasn’t written by a human!