In this post, I argue that Tim is studying the theory of evolution. The deductive method of the disjunctive syllogism is used in this text as a tool to support the thesis mentioned above that a schoolboy named Tim chose not to study Creationism theory but the theory of evolution in biology class. Specifically, the following pattern of assertions and inference is typical of this example:
As a school student, Tim has a choice of what to study: either the biological theory of evolution or the religious theory of creationism.
Tim does not like the Creationist theory.
Consequently, in biology class, Tim studies the theory of evolution.
As a school student, Tim has a choice of what to study: either the biological theory of evolution or the religious theory of creationism.
As can be seen from this thesis, Tim is a schoolboy, which means that he is characterized by statements concerning school disciplines. As it is known, modern schools tend to be student-centered and to structure academic programs to cover the knowledge needs and to keep the student engaged [i]. This is true of all subjects, and biology classes are no exception. This is also true for the choice of means of creation, namely, the biological theory of evolution or the religious theory of creationism. The validity of this statement is determined by the fact that the study of the development of the world and the universe takes place in biology classes. Since Tim is a school student and is studying biology, he is faced with the choice of the particular theory he will study in biology class. In other words, Tim can choose to study either the theory of evolution or the theory of God’s creation of the world.
Tim does not like the Creationist theory.
Like any healthy and sane person, Tim is entitled to his own opinion. Moreover, as a schoolboy, he has a state right to choose his subjects for study [ii]. In order to assemble study groups, the school conducted a survey, the results of which would assign the class of students to religious studies and evolutionary ones. For Tim, the outcome of this academic survey indicated that he did not choose creationism. To reinforce the findings, teachers can visit students’ personal social media pages. Tim’s biology teacher saw that Tim is subscribed to scientific communities and regularly posts comments on his profile positively about evolution. The teacher could also confer with the parents to learn about their son’s preferences [iii]. The boy’s parents alerted the biology teacher that Tim does not go to church on Sundays and is generally indifferent to religion. The three pieces of evidence cited sufficiently confirm that Tim dislikes religion and the related theory of creationism.
Consequently, Tim is studying the theory of evolution.
The conclusion given is not erroneous, but on the contrary, based on the deductive principles of disjunctive syllogism, it is valid. In particular, as a schoolboy, Tim does have a legitimate choice of school topics to study. Within a biology class, this choice is limited to either evolution or creationism lessons. It follows that Tim has a choice of two among the disciplines to study. Given the validity of the disjunctive syllogism method and the above evidence describing Tim’s personal choice, it is reasonable to conclude that among the two disciplines to be studied in biology class, Tim is studying the theory of evolution.
Works Cited
Exploring curriculum options. (2019). Relocate Global.
Sullivan, M. E. (2019). “Alternative facts” in the classroom: Creationist educational policy and the Trump administration. The National Law Review.
Pontz, E. (2019). 11 ways parents can get involved in schools. Center for Parent and Teen Communication.
Footnotes
- Exploring curriculum options. (2019). Relocate Global. Web.
- Sullivan, M. E. (2019). “Alternative facts” in the classroom: Creationist educational policy and the Trump administration. The National Law Review. Web.
- Pontz, E. (2019). 11 ways parents can get involved in schools. Center for Parent and Teen Communication. Web.