From the New York Times:
On the projector, Mr. Campbell placed slides of the cartoon icon: one at his skinny genesis in 1928; one from his 1940 turn as the impish Sorcerer’s Apprentice; and another of the rounded, ingratiating charmer of Mouse Club fame.
“How,” he asked his students, “has Mickey changed?”
Natives of Disney World’s home state, they waved their hands and called out answers.
“His tail gets shorter,” Bryce volunteered.
“Bigger eyes!” someone else shouted.
“He looks happier,” one girl observed. “And cuter.”
Mr. Campbell smiled. “Mickey evolved,” he said. “And Mickey gets cuter because Walt Disney makes more money that way. That is ‘selection.’ ”
One can appreciate the difficulty in teaching Biology to a high school class that would rather do almost anything else; even so, Mr. Campbell is leaving his students with the impression that some invisible hand guided the descent of man, as the artist tweaked Mickey’s design. Perhaps 19th Century Naturalists would be comfortable with this assertion, but poor Mr. Dawkins is having a heart attack somewhere.
That’s the problem with Biology, as well as with Mathematics, with Music Theory, and with Literature–they aren’t like anything else, and a mind more comfortable with analogy than analysis will mangle the basics no matter how many lessons it suffers through.
“If you see something you don’t understand, you have to ask ‘why?’ or ‘how?’ ” Mr. Campbell often admonished his students at Ridgeview High School.
No, you don’t. Not really. One or perhaps two of your students will major in a hard science in college, or in Philosophy. The rest will live perfectly happy, unexamined lives–those are worth living too. We who are scientifically minded can’t imagine not wanting to know, but the majority feels otherwise. My advice, Mr. Campbell, is that you drill your students in taxonomy and force them to memorize as much specific information as they can manage, and leave be the rest. What profit to spend all year in convincing them that creatures evolve if they can’t say whether fish evolved from frogs or the reverse?
In the end it hardly matters whether students are educated in Biology, in Classical Mythology, or in violin performance. After literacy and arithmetic, the only universally useful thing we learn in school is how to grapple with an unfamiliar, unpleasant or tedious task without crumbling. It’s what we do as adults, however we earn our keep.