LIFTING THE TABOO REGARDING TELEOLOGY AND ANTHROPOMORPHISM IN BIOLOGYEDUCATION - HERETICAL SUGGESTIONS

Teleological and anthropomorphic explanations are considered illegitim ate by many biology educators. This article is a position paper advoca ting the removal of the taboo regarding anthropomorphism and teleology in biology education. This position is defended by several arguments: (a) Regardless of science educators' position in this issue, children will continue to encounter endless teleological/anthropomorphic formu lations in popular science movies and books. (b) A review of philosoph ers' and biologists' ideas shows that there is definitely no consensus on a universal rejection of teleological formulations and explanation s. (c) The results of an empirical cognitive study show that, for high school students, the acceptance of anthropomorphic or teleological fo rmulations does not necessarily imply anthropomorphic or teleological reasoning. (d) Results from an empirical field study designed to asses s the influence of a textbook with numerous teleological/ anthropomorp hic formulations on biology students indicate that the use of such a b ook is not followed by an increase in students' application of teleolo gical/anthropomorphic formulations or explanations. Students' reflecti ons upon their own learning processes testify that teleological/anthro pomorphic formulations have heuristic value. Practical implications fo r biology education are discussed. (C) 1998 John Wiley & Sons, Inc.