EVEN MORE QUACKADEMIA IN FRANCE: biology teachers are taught the wonders of homeopathy and other SCAMs

France, like most countries, has long had its fair share of pseudoscience (see also my previous post). What is new, I feel, is the fact that opposition to the promotion of this dangerous nonsense is becoming more visible and hopefully more effective.

The recent revelations about pseudoscientific content in the biology and geology (sciences de la vie et de la Terre) teacher‑training program at the “Institut National Supérieur du Professorat et de L’Education” in Dijon illustrate how deeply irrational ideas and outright quackery can infiltrate institutions that should embody and promote scientific rigour. For several years, future secondary‑school biology teachers enrolled in the master’s degree programme “Métiers de l’Enseignement, de L’Education et de la Formation, Sciences de la Vie et de la Terre” were reportedly offered modules on so-called alternative medicine (SCAM), such as “self‑healing,” homeopathy, and “mind over cancer,” where the power of mindset was presented as more important than chemotherapy. Such teaching does not simply represent a minor pedagogical eccentricity; it directly undermines the principles of evidence‑based medicine and science education.

Instead of learning how to critically appraise data, distinguish levels of evidence, and communicate scientific uncertainty, these trainees were exposed to narratives that elevate anecdote, belief and  spurious “energy” concepts over controlled clinical trials and established oncological knowledge. More troubling still, students describe a climate in which questioning these contents could be seen as a lack of openness, thus inverting the very logic of critical thinking: scepticism toward dubious claims was implicitly discouraged, while credulity was smuggled in as a virtue.

The institutional response – acknowledging that “certain contents” might be problematic and promising internal reviews – remains inadequate as long as it treats pseudoscience as a marginal excess, rather than as a systemic failure of quality control and epistemic standards. In a context where schools already face conspiracy thinking and health misinformation, the responsibility of teacher‑training institutes is not merely to avoid obvious charlatanism, but to actively inoculate future teachers against it.

If those tasked with teaching biology and geology to the next generation are introduced to homeopathic and “mind‑healing” discourses without critical thinking, the boundary between science and pseudoscience becomes dangerously blurred. Defending that boundary is not an academic luxury; it is a matter of public health, intellectual integrity, and respect for the patients and families who depend on honest, evidence‑based information.

As calling out pseudoscience in France gets more effective, we will doubtlessly hear more about this issue. And as this development gathers momentum, the French will become more rational … yes, I know, I am an incurable optimist!