Many faculty members teach “Darwinian Revolution” courses. What do they teach, and how and why? And what difference does the discussion about whether there was such a revolution and what it involved make pedagogically? Should the latest scholarship matter to the teaching, or are there different and overriding pedagogical values?
Over at Stranger Fruit I deal with O'Leary's claims about the nature of the "Darwinian Revolution" and question her knowledge of history and philosophy of science.
Update: 21:30 - O'Leary has tried to defend herself against my post, so I've replied here