Origin of Phrase
The term "teach the controversy" originated with Gerald Graff, a professor of English and education at the University of Illinois at Chicago, as an admonition to teach that established knowledge is not simply given as a settled matter, but that it is created in a crucible of debate and controversy. To the chagrin of Graff, who describes himself as a liberal secularist, the idea was later appropriated by Phillip E. Johnson, Discovery Institute program advisor and father of the ID movement. Discussing the 1999-2000 Kansas State Board of Education controversy over the teaching of intelligent design in public school classrooms, Johnson wrote "What educators in Kansas and elsewhere should be doing is to 'teach the controversy'." In his book Johnson proposed casting the conflicting points of view and agendas as a scholarly controversy. Johnson's usage differs somewhat from Graff's original concept. While Graff advocated that a comprehensive understanding of what are considered to be "established" concepts must include teaching the debates and conflicts by which they were established, Johnson appropriated the phrase to cast doubt upon the very concept of established knowledge.
The phrase was picked up by other Discovery Institute affiliates Stephen C. Meyer, David K. DeWolf, and Mark E. DeForrest in their 1999 article, Teaching the Controversy: Darwinism, Design and the Public School Science Curriculum published by the Foundation for Thought and Ethics. The Foundation for Thought and Ethics also publishes the controversial pro-intelligent design biology textbook Of Pandas and People, suggested as an alternative to mainstream science and biology textbooks in the Critical Analysis of Evolution lesson plans proposed by Teach the Controversy proponents.
Read more about this topic: Teach The Controversy
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