The article highlights concerns about the presence of historical inaccuracies in school curricula, particularly regarding the relationship between science and religion. The author recounts a personal experience where their niece came home from school with misconceptions about figures like Galileo, which reflect the widely held conflict thesis—that science and religion are in perpetual opposition. The piece notes that many students believe universally debunked myths, such as the idea that medieval people thought the Earth was flat or that Christians suppressed scientific progress.
Historian David Lindberg is cited, emphasizing that the Middle Ages were marked by significant intellectual inquiry and that many key scientists, like Johannes Kepler and Isaac Newton, were deeply religious and viewed their work as a means of glorifying God. The author stresses that the Galileo Affair was not a straightforward case of anti-science persecution but more a political conflict shaped by contemporary views on heliocentrism.
To remedy the propagation of these myths in K–12 education, the article recommends that teachers and educational institutions prioritize content mastery and familiarize themselves with current historical research. Educational reforms are suggested, including requiring history and philosophy of science courses for future educators and improving professional development in this area.
The author urges that continuing to propagate the conflict thesis in education is akin to educational malpractice and calls for a cessation of these misleading teachings.
