While not common, one of the most difficult barriers to critical thinking that I run into is creationism. In fact it is really only an issue at one institution I work for, but for this one institution, it causes me the greatest concerns for my effectiveness as an instructor.
Among the subjects I teach is introductory astronomy. At many institutions this course is often taken because it has a reputation for being “easy,” and satisfies the limited science requirement of many non-technical degree programs. It is very clear to me that this is the only exposure to the scientific world view that many of my students will ever have. It is also the first time that many of these students have been confronted with material that directly contradicts their religious beliefs in a factual manner backed up with observations and data. A minority of this student population reacts in a … well reactionary manner. I have even been told that, “Science is a tool of Satan.” My goals for fostering critical thinking in this environment have become correspondingly modest.
The fear inherent in this creationist position is palatable. I believe that these students know that once they begin to question their basic assumptions that their entire world is open to change. In fact if my own fundamentalist family background is a guide, a change of this magnitude can stress and even destroy ties with extended family. Despite aspirations to higher education, many of them are not ready for this.
That said, the fact remains that they have come to me for both facts about the universe and for the human practice that produced that knowledge. The best approach I have come up with revolves around framing knowledge in two different contexts. I assure them that there is a difference between revealed religious knowledge, and the body of knowledge that we call science. In this manner I hope to expand the assumptions they work with enough that they can engage with the factual material of the course. In discussion questions I combat the trite dismal of, “Just a theory” with an examination of the scientific usage of the word “Theory.” In all of my interactions I try to instill the most basic element of critical thinking, which is that our understanding of the world can be improved upon through our own through processes.
In truth I do not believe that a scientific world view and a fundamentalist religious faith are compatible. Please note the emphasis. It was not in my case, but the very last thing I want is to leave my student with the impression that science is the implacable enemy of ANY form of faith. Nor do I want to leave you with the impression that this is a subtext of all of my student interactions. At most institutions, and even with most of the students with whom I am privileged to work, this is not an issue. That said it is the issue with which I struggle the most.
posted by Y.H.N.