Evidence vs. Belief

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I remember something my ninth grade advanced biology teacher told our class. It was essentially a story about an invisible dragon.

Now why, you ask, would a biology teacher teach us about an invisible dragon?

Her message had nothing to do with the dragon, and everything to do with the lengths one of the story’s characters went to in order to disprove the dragon’s existence. Her intention was to help her students distinguish between evidence and belief.

On a broader level, her intention was to show us the difference between science and religion. See, back when I was in eighth and ninth grade, there seemed to be a lot of controversy in schools surrounding science and religion.

Teachers of students that age felt the need to preempt their entire class with a disclaimer—that students were still free to believe whatever they believed, no matter what science the class taught.

Most teachers just made a general announcement on the first day. But my biology teacher told us this story about a dragon—and it continues to impact me to this day.

It goes like this: Continue reading