EDUCATIONAL METHODOLOGY -1

Our educational programme is based on evidence not authority

Members of the public often ask our scientists to give their personal opinion on some controversial matter about origins. Our team is encouraged to decline, and to refer the enquirer to the evidence instead (in the form of museum specimens, and primary data from books & journals). In this process, we ask the enquirer questions about what they observe; and, once they have expressed an opinion, gently present evidence that might suggest alternative interpretations.

Although some find this approach frustrating at first ('But what do you believe?'), it has the advantage of helping genuinely curious people learn in a memorable way; and it encourages them to discover that active investigation of evidence is always better than passive absorption of just another opinion.

This method has advantage to the educating scientist too, in that they remain 'on the same side' as the enquirer, by directing attention away from the educator and onto the data. The enquirer must then argue with the evidence rather than with the educator, who cannot be pigeon-holed so readily. Furthermore, this approach helps the educator stick to the evidence they have at hand rather than speculating beyond their field of knowledge, as so easily happens within the public forum.

< Research Methodology (part 3) Educational Methodology (part 2) >

PO Box 300
LONDON
SE11 5WP

PO Box 300
LONDON
SE11 5WP

Registered Charity 1081334

Registered Charity 1081334

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