Teaching the Controversy I find Peter Brown's editor ial, Disciplined Change a bit disturbing. That scientific debate is not for the uninformed, and that scientific contro versy is for scientists, seems to imply that we should not acknowledge that any dis agreement exists concern ing theories that have been approved by scientists.

I remember the attitude of my own biology profes sor - a man devoted to the scientific method - to the theory of continental drift. He expressed outrage over the idea that conti ments could in any way have floated or moved to their mid-twentieth cen tury position. Since then, I understand that many sci entists with their scientific union cards have come to support that theory.

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