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No. Teach the naturalistic fallacy, then point it out when students fall for it, as most do at first. Also teach that there is no static “best” form. Once you’ve done this, garbage-interpretations of evolution (e.g. eugenics) are easily dismissed.https://blogs.plos.org/scicomm/2018/11/29/it-is-unethical-to-teach-evolution-without-confronting-racism-and-sexism/#.XAACNTml3o8.twitter …
Curious what you'd consider 'eugenics': - good-genes mate choice as done by thousands of species over millions of years? - selective human mate choice for heritable traits? - embryo selection based on polygenic scores that predict human traits?
Certainly not the first two, the third depends on the traits, but I admit that I'm responding without looking up definitions of eugenics. Individual mate selection/preference is not eugenics; population-level selection/enforcement (w bad arguments attached) is.
I think it's important to distinguish between libertarian eugenics (encouraging people to make good mate choices & use of genetic tech) versus authoritarian eugenics (coercive state programs that impose family policies). https://en.wikipedia.org/wiki/Eugenics#Implementation_methods …
I take "eugenics" as choices imposed on others by state or religious institutions. Personal choices are not eugenics.
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