Since its appearance in 1859, Darwin's long awaited treatise in
genetic biology had received reviews both favorable and damning.
Thomas Huxley and Samuel Wilberforce presented arguments for and
against the theory in a dramatic and widely publicized face-off at
the 1860 meeting of the British Association for the Advancement of
Science in Oxford. Their encounter sparked a vigorous, complex
debate that touched on a host of issues and set the stage for the
Royal Society s consideration of whether or not they ought to award
Darwin the Copley Medal, the society s most prestigious prize.
While the action takes place in meetings of the Royal Society,
Great Britain s most important scientific body, a parallel and
influential public argument smoldered over the nature of science
and its relationship to modern life in an industrial society. A
significant component of the Darwin game is the tension between
natural and teleological views of the world, manifested especially
in reconsideration of the design argument, commonly known through
William Paley s Natural Theology; or, Evidences of the Existence
and Attributes of the Deity (1802) and updated by Wilberforce. But
the scientific debate also percolated through a host of related
issues: the meaning and purposes of inductive and hypothetical
speculation in science; the professionalization of science; the
implications of Darwinism for social reform, racial theories, and
women s rights; and the evolving concept of causation in sciences
and its implications for public policy. Because of the
revolutionary potential of Darwin s ideas, the connections between
science and nearly every other aspect of culture became
increasingly evident. Scientific papers and laboratory
demonstrations presented in Royal Society meetings during the game
provide the backdrop for momentous conflict, conflict that
continues to shape our perceptions of modern science.
Reacting to the Past is a series of historical role-playing
games that explore important ideas by re-creating the contexts that
shaped them. Students are assigned roles, informed by classic
texts, set in particular moments of intellectual and social
ferment.
An award-winning active-learning pedagogy, Reacting to the Past
improves speaking, writing, and leadership skills, promotes
engagement with classic texts and history, and builds learning
communities. Reacting can be used across the curriculum, from the
first-year general education class to capstone experiences. A
Reacting game can also function as the discussion component of
lecture classes, or it can be enlisted for intersession courses,
honors programs, and other specialized curricular purposes."
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