The other
CHAPTER SIX: City Rats Unveiling of a rodent Of all the city creatures, the rat is the undisputed king. Due to its extraordinary climbing habits, rats make easy work of trees, power and telephone lines, and even gutter spouts to facilitate its access to homes [Bird]. If you live in the city, there are rats living with you, whether you see them or not. While there are several species, the two most well know in North America are the Roof rat and the Norway rat (also known as subway rat, sewer rat, alley rat, house rat, or common rat).
Should we teach the flat-earth theory in public high schools? Of course not, right? But shouldn’t schools give students both sides of this debate and teach the controversy? Well no, because there is no controversy, except in the heads of the flat-earthers. A similar feud is currently going on over whether intelligent design, another psuedoscientific “theory” should be taught in public school.
In spite of the fact that some people may not be happy with the teaching of both creationism and evolution in schools, I believe they should both be taught. In the event that only creationism were taught, or only evolution, many people would be seeing red. The Scopes Monkey Trial happened
An argument can be made for the innocence of Victor frankenstein’s creation, one in that the creature was in a childlike state when he was created and his creator's actions immediately before and after the success of his experiment(s) in his actions he abandoned his creation and acted poorly to say the least, which resulted in the deaths of some 7 or more people. A child at mind. The monster describes his first moments as he could fully remember them but not his past life as this is the case, would his consciousness be that of a new person entirely?
Religion in school has been debated for a long time. In the news sometime there’s stories about religion in school and student being punished for their religious practices. Some people love that school and religion are separate because they feel like the minority when people do religious things. Other people are upset because they want to have cultural opportunities but the first amendment tells them otherwise. This is an issue because schools are trying to be completely neutral, which is almost impossible.
The students should actually know the right kind of information of how the world has become to be today and how did they become the person they are now; they should be taught by the information that has valid reasoning and evidence not by make up information that is based on belief. By learning the concept of evolution I have a strong feeling that the students will use the concepts to help them solve biological problems that they might have to face in the future. For example, students who would want to protect themselves from any sort of diseases, like the hereditary diseases, the students should first have full knowledge on the evolutionary histories of the disease-causing gene. It assures me that if evolution were taken away from learning, students would not get the knowledge that they need to know on how the world were created and that it will be difficult for them to handle issues that they might face in the future, relating to life, humans, or animals. My opinion of supporting evolution will not change, and that I believe that evolution should be taught in school so that our future will be
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.
