The 'it was meant to be' fallacy.

 As much as educators may prudently wish to avoid “hot-button” political or cultural issues, they also have a responsibility to defend good science. 

They should be teaching about the naturalizing error. That is, biology educators should show how nature can sometimes be misrepresented—and science misappropriated—in rhetorical appeals to nature. 

For a sampling of cases, from the naming of mammals and human tool use, to developmental “monsters,” evolutionary psychology and genetic determinism, see Allchin (2017, pp. 117–152) and Allchin and Werth (2017), as well as the sources cited above discussing the Paleo diet, gender roles and the male/female dichotomy, biophilia, monogamy, and sexual orientation.

 Examples may be introduced, their assumptions described fully, and then discussed, with an emphasis on how (like “just-so” stories in evolution) 

descriptive teleological accounts of nature seem to be readily but illegitimately transformed into normative justifications of how things “are meant to be” (and sometimes, vice versa) 

In our view, identifying bad science and the adverse cultural consequences of appeals to bad science are as important as any discussion of pseudoscience or science denial. Learning about the naturalizing error should impress students with the concrete relevance and value of their science class.