Well, nothing that can't be as effectively taught without the use of fantastical stories that often have some rather dodgy elements.
Hmm...perhaps 'myth' is a trigger word. What about poetry, then? Songs?
No I don't. I have a position on myths based on my understanding of them.
Which you don't see as a 'belief' because....why? If you think I'm equating religious beliefs with plain old run of the mill 'beliefs', I am not trying to do so. But it seems an extremely unusual position you are taking in suggesting you are free of 'belief' entirely. In a philosophical sense, that appears somewhat nonsensical, if I'm being frank, although I don't mean that to sound personally insulting.
I'm not sure what kind of empirical research one could do in the context of mythology, other than looking into their historical origins.
No...it would be difficult. Science is somewhat hamstrung by ethical considerations (happily), so it's not like we could get a couple of control groups, and expose one to myth in teaching life lessons, and remove myth from the life of the other's entirely.
However, I really wasn't trying to make a point about myths, per se. It was merely an example used. What that would really look like would be more education and learning research linking the achievement of particular outcomes to a planned curriculum (be it around myth or anything else).
At some point over the last few years here I made a post pushing back on our government's desire to reinsert Judeo-Christian principles into our curriculum framework (although buggered if I can find it now). Long story short, I was strongly against it because I didn't see any evidence that is had positive educational value, and believed instead it was a mixture of traditionalism, and political pandering. The broadly stated motherhood statement (paraphrasing) was something like 'the Bible should no be excluded from study given that it is the most impactful book in the formation of our society'. Which is all well and good if we're suggesting a
critical evaluation of the role of Christianity in the history of Australia. I saw no reason to believe this was the intent, and was hence STRONGLY against the whole thing.
Equally, though, you've suggested in relation to myth that there is 'nothing that can't be as effectively taught without the use of fantastical stories that often have some rather dodgy elements.'
Assuming you can't evidence that (because as we've both agreed, empirical research into myths is a little challenging), that appears to be opinionative. Dare I say...a belief...?
Absolutely not.
Where there is a lack of knowledge there needs to be further enquiry. We must reserve judgement until further knowledge is available, not assume something without evidence.
There is nothing wrong with saying "we don't know, let's try to find out".
Reserving judgement, in an evolutionary sense, might have wiped out your bloodline thousands of years ago, I suspect.
Hmm...I think it's worth pointing out that in most practical, real-life cases, you and I would most likely be in accord. There is nothing wrong with saying 'we don't know, let's try to find out'. I absolutely agree, and the recognition of our own ignorance is a fundamentally important consideration in the development of knowledge.
But without belief, you are limiting your approach to life in the same way that science itself is limited. Science MUST be limited. We don't want a world where we can do unfettered experimentation on children, for example, despite the scientific knowledge this would gain us, and the fact that the death of a couple of children in this exercise could lead to saving multiple children in the future.
Do we?
Why not?
Because we have a belief in protecting the rights of children. It's not quantifiable. It's not an evidence-based, scientific decision on whether live testing on human children would save more lives than it costs.