Mind the Gap: Appropriate Evolutionary Perspectives Toward the Integration of the Sciences and Humanities

Although Darwinism has gained a foothold in the social sciences, in the humanities, with a few exceptions, it is still largely rejected—not, as some would claim, because humanists are all radical poststructuralists who deny that material reality exists, but rather because, with notable exceptions, Darwinists who work within the humanities have adopted a trenchant “us against them,” in-group/out-group mentality that has done a good deal more harm than good. In order for evolution to be effectively taught as part of a humanistic approach to literature and art, a more productive, truly “two way” approach is necessary, and must do more than impose the scientific method on the humanities. When this kind of imposition occurs, the humanities are treated only as subject matter, thereby discounting historical and interpretive research that is invaluable to scientists and claims they might make in these areas. This paper claims that for evolution to function as a paradigm with true explanatory power across disciplines, scientifically oriented evolutionists need training in humanistic methodologies just as much as humanistically oriented evolutionists need training in the scientific method. Evolution, in this context, becomes not the paradigm that can explain everything from a scientific point of view but rather the beginnings of a conversation about lower and upper level questions, and how these questions might inform and enrich each other’s research.     

‘When one person makes it,we all make it’: a study of Beyond Welfare,a women‐centered community‐based organization that helps low‐income mothers achieve personal and academic success

Access to post‐secondary education for welfare recipients has been profoundly curtailed by social and welfare policies. However, many low‐income mothers know that post‐secondary education is the best means to escape poverty. This article focuses on five ‘student mothers’ who have persisted in fulfilling their dreams of a college education with the aid of Beyond Welfare, a community‐based organization (CBO) that helps soften the hardships of juggling family, college, and work while in poverty. Based on interviews with five Beyond Welfare participants, this article explores the organization’s role in supporting the student mothers’ personal and academic success. This article illustrates how important it is for student mothers to have a supportive community, education focused on the structural barriers to leaving poverty, and encouragement for academic success. To conclude, the article reflects on why educators need to become involved in activism and research on behalf of low‐income families.     

Certain Harmful Health Misconceptions of Junior High School Students Attending Public Schools in Metropolitan Areas

Abstract

The purpose of this study was to determine the prevalence of certain harmful health misconceptions among junior high school students attending public schools in two distinct metropolitan areas of the United States. A health knowledge inventory in two separate forms was constructed, and either Form A or Form B was administered to 4,852 junior high school students from the two distinct metropolitan areas. On the basis of an analysis of the data obtained in this investigation, junior high school students subscribed to many harmful health misconceptions, regardless of metropolitan area, sex, grade level, or number of semesters of health instruction.     

Prevalence of Certain Harmful Health Misconceptions among Prospective Elementary School Teachers

Abstract

A special instrument in the form of a health opinionnaire was constructed, evaluated, and administered for the purpose of determining the prevalence of certain harmful health misconceptions among freshman prospective elementary school teachers attending state teachers colleges in New England and the extent to which that population was aware of the harmfulness of these misconceptions. Analysis indicated that the participating trainees subscribed to many harmful health misconceptions and that those who were aware of the misconceptions were also aware of their harmfulness. Analysis of variance indicated that those who had health and biology or biology subscribed to fewer misconceptions to a highly significant degree.     

A Survey of Safety Conditions of Buildings and Grounds in Secondary Schools

Abstract

Black and white children (N = 553) in kindergarten, grade one, and grade two, as part of a total test battery were tested on items of agility, speed, power, flexibility, and endurance. An ANOVA design was employed for both equal and unequal cell frequencies to determine the effects of grade, sex, and race on gross motor performance. Significant (p < .01) improvements were found at each grade for speed, power, and endurance items; males had significantly better performances (p < .01) than females on all items with the exception of flexibility; black children had significantly (p < .01) lower values than white children in the speed item at each grade level.