Quote:
Originally Posted by AREQUIPA
They could well have said the same thing in my religion class.  |
My entire junior and high school years we had a one hour period of religious indoctrination err I mean studies per week. The folk belonging to specific faiths had their laity come to the schools and went off to a specific classroom, the rest of us non denominationals got to watch a Nat Geo 16mm film and at HS we were so many that we had to assemble in the gym which was not conducive to showing films so we got a pot luck evangelical preacher to come tell us mythical tales.
I actually felt sorry for them as they were laughed at loud with their claims of hell and other fanciful tales, never gaining a convert.
The assemblies were CoE themed and we sang hymns like onward xian soldiers and a rote prayer by the headmaster read from a prayer book and then onto business of the school.
When it came to classes, not one teacher ever claimed this is has to be taught but you do not have to believe it. Most of the teachers did have some theistic affiliation but it never entered the classroom.
The few holy joes we had drew the one way pointing finger ( the sign of the woo in the 70's ) and the rest of us swastikas and peace signs on our bags. The holy joes got together at break times and prayed in huddles and no one bothered or mocked them, they would of course try to hand out chick tracts as they were popular back then.
The weird thing is that a lot of these holy joes are now heathen and some of the heathens from back then converted later in life (facebook re-acquaintances)
But none of them/us ever believed in a YEC and all of us learned real science of which evolution was a really small part, probably no more than a day an IIRC we watched a film and were not tested on it ever.
I have no idea of how the GCE (Brit) system has "evolved" but my guess when it comes to biology, not too much has changed in the curriculum from 40 years ago.
Hmm
I looked it up 17. Inheritance
Content
17.1 Variation
17.2 Chromosomes and DNA
17.3 Monohybrid inheritance
17.4 Selection
17.5 Genetic engineering Learning outcomes
Candidates should be able to: (a) describe the difference between continuous and discontinuous variation and give examples of each;
(b) state that a chromosome includes a long molecule of DNA;
(c) state that DNA is divided up into sections called genes;
(d) explain that genes may be copied and passed on to the next generation;
(e) define a gene as a unit of inheritance and distinguish clearly between the terms gene and allele;
(f) describe complete dominance using the terms dominant, recessive, phenotype and genotype;
(g) describe mutation as a change in the structure of a gene (sickle cell anaemia) or in the chromosome number (47 in Down's syndrome instead of 46);
(h) name radiation and chemicals as factors that may increase the rate of mutation;
(i) predict the results of simple crosses with expected ratios of 3:1 and 1:1, using the terms homozygous, heterozygous, F 1 generation and F 2 generation;
(j) explain why observed ratios often differ from expected ratios, especially when there are small numbers of progeny;
(k) explain co-dominance by reference to the inheritance of the ABO blood group phenotypes (A, B, AB, O, gene alleles I A I B and I O);
(l) describe the determination of sex in humans (XX and XY chromosomes);
(m) describe variation and state that competition leads to differential survival of organisms,and reproduction by those organisms best fitted to the environment;
(n) assess the importance of natural selection as a possible mechanism for evolution;
I searched the entire syllabus and found only ONE reference to evolution in this context;Oh the horrors....
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