The teacher, in peagogic superiority, could say, "WE ARE NOT GOING TO APPLY IT AS THE OBJECT(of our units on biological transmutation etc) even though you all or you (teacher names a student whom it might apply to) might see this AS THE subject but..."
Here is how W.E. LE GROS CLARK opened, "The Antecedents of Man" which lists its contents as
-The Evolutionary Process and the Primates
-A Preliminary Survey of the Primates in Space and Time
-The Evidence of the Dentition
-The Evidence of the Limbs
-The Evidence of the Brain
-The Evidence of the Special Senses
-The Evidence of the Digestive System
-The Evidence of the Reproductive System
-The Evolutionary Radiations of the Primates
Harper and Row 1959
That seems sophisticated enough to address what is needed in high school.
quote:
The Evolutionary Process and the Primates
The general conception that the more elaborately organized forms of life have evolved from simpler forms may be regarded as fairly established in the minds of biologists to-day, and indeed in the minds of most educated people. The evidence for such a thesis has accumulated in overwhelming detail since the time of Charles Darwin, and no alternative interpretation for this evidence has ever been offered which is in any way convincing or even plausible. It has been presented so fully by many well-qualified authorities and is so readily available in current publications that there is no need to recount it here except in relation to our main theme - the evolutionary history of the order of Primates. This order one of the eighteen orders of living mammals which are now generally recognized includes our own species Homo sapiens, which according to our usual way of thinking represents the culminating peak of Primate evolution. In a sense such a point of view is justified for all the evidence at present available indicates that Homo sapiens was one of the last series to become differentiated. But it is not to be inferred therefrom that Homo sapiens was, so to speak, the objective of Primate evolution..."
and if instead the budding next KCarlZimmer is in the class and about to go to the school newspaper to write up the latest on ID censorshiping the students right to study....the teacher can flip open de Cayeux's "Three Billion Years of Life" and apply from the frog that likely was already dissected the similarity applied any evidence from man the class CHOSE to discuss @
"One of the present tendencies is to express facts carefully with well-chosen words. For example, here is a frog's egg. Will teh creature hatched from it be the same frog genus, or will it have deviated? The reply is a well-known hereditary fact in the majority of cases. The doctrine of evolution replies in this way, "It is almost certain that there will be no difference or almost no difference from the frog genus." The theory of immutability suppresses the "almost" of this clear statement and replies, "It is certain that there will be no difference." From this, we can see that the theory of evolution, far from being impetuous, is rather more flexible and discreet."
This message has been edited by Brad McFall, 02-23-2005 19:19 AM
This message has been edited by Brad McFall, 02-23-2005 19:21 AM
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