Evolution is often seen as a site of contestation within the school curriculum. The topic of evolution is therefore often considered to be ‘controversial’. I first examine what is meant by ‘controversial’ and conclude that while, in an everyday sense, the topic of evolution can indeed be considered to be controversial, this term can mislead. A more fruitful way forward may be to regard the topic of evolution as ‘sensitive’. I examine reasons why evolution might be considered sensitive – noting (...) that for a not inconsiderable number of people it is so because of a perceived conflict with religious views and also because it may be existentially disturbing for some. Rather little attention has been paid in the philosophy of education literature as to how we might deal with sensitive issues. I therefore look at what we mean by describing an issue as sensitive and at how teachers might deal in the classroom with such issues, specifically evolution. (shrink)

Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. We begin by clarifying the concept of discussion and justifying it as an approach to the teaching of controversial issues. We then report on a recent empirical study of the Perspectives (...) on Science AS-level course, focusing on what it revealed about aids and impediments to discussion of controversial ethical issues. (shrink)