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 …
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I agree, and like the formal distinction, with one caveat: I am suspicious of genetic tech for the same reasons I'm suspicious of all "we've got this!" fixes that are employed without a full understanding of the complexities that we're messing with.
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It would seem to me that the main problem with gene tech is you run the risk of "designing away" your biodiversity, and in the long game your biodiversity is your strength against changing environmental conditions. I stand to be corrected, but that's my take...?
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well, libertarian eugenics would be subjected to individual freedom of choice, so, would that still be considered eugenics?
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