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Regarding Public School Science Classes and Intelligent Design Creationism |
Teaching About Religion |
in support of civic pluralism |
A Movement to Change Science Education In the United States, there is much public debate, also some courtroom action, pertaining to a current social movement to include “intelligent design” as subject matter in public school science classes and/or to label evolution as “simply a theory.” This movement for curricular change in science teaching is stirring turmoil and reaching the doorstep, if not in the boardrooms, teachers’ meetings, and science classrooms of many schools and districts across the nation. (Note: The commotion is primarily an American phenomenon; educated persons in other nations are baffled by the situation in the United States.). The evolution/intelligent design controversy, as it is usually named and presented, has engendered much confusion about criteria for what is to be taught. American media and some others have framed the situation as a science controversy with advocates on “both sides.” This competition model feeds emotion in the public at large. It also presupposes that any scientific theory is merely another “guess at the truth” or "belief system" and that one can accept or not accept as one chooses. The “just decide for yourself” framing nourishes a “to be fair, just teach both sides of the issue so students can make up their minds” sort of impulse that distorts current policy and unsettles science teachers. Science teachers, and others well grounded in science, recognize the distortion inherent in this framing, which operates as if scientific fact were decided by citizens in the same manner as public opinion. To the typical parent, board member, or teacher of some subject other than science, the controversy seems to be between one science concept (the theory of evolution) and a rival science concept (intelligent design). It is not, though. Making Curricular Decisions Regarding evolutionary theory and intelligent design: What should biology teachers be teaching in their science classrooms? It is crucial that educators answer this curricular question in an academically legitimate manner. To whom should they turn in order to get an accurate understanding as to what concepts do belong in a public school science curriculum and what concepts do not? Academic legitimacy derives from disciplinary integrity. Educators need to rely on the established and much respected scientific organizations of our nation. They are the keystone for the discipline of science. It is these, and these alone, which can validate concepts and propositions as to their scientific authenticity. Interestingly, the scientific organizations have spoken, and spoken clearly and uniformly, on the matter of teaching evolutionary theory and/or teaching intelligent design as science. The consensus conclusion of the scientific (also many religious, civic, and educational organizations), is summarized as follows: The Theory of Evolution (through natural selection) is a scientific theory. It is bedrock science—used throughout the world by biologists, medical researchers, pharmaceutical developers, anthropologists, chemists, biochemists, geologists, and a multitude of different types of scientists you may not have ever heard of. The word “theory” as used in science means a well-developed scientific idea that has stood the test of experimentation and observation and is accepted as the best explanation for a given set of observable phenomena. Other scientific theories include the Theory of Gravitation (Newton), Heliocentric Theory (Copernicus’s theory that the earth moves around the sun), and The Theory of Relativity (Einstein). Intelligent design (ID) is something other than science. ID is not a scientific theory. It is an idea that one may “believe in” but which cannot be scientifically demonstrated. Science Is As Science Does You will find that the statements of the following illustrative groups verify the three statements above and the conclusion that intelligent design does not belong in a science curriculum for one reason, and one reason alone: It is not science. In view of that, it is important that educators recognize the actual academic situation with respect to the question of ID: Intelligent Design has no scientific legitimacy: There may be controversy raging in the public and political arenas, but there is no controversy whatsoever among the scientific institutions that comprise active scientific enterprise that ID should be in the science curricula of public schools. Resources with which to garner some understanding of the consensus conclusions are arranged below, beginning with those requiring the least investment of time, and then on to the lengthier expositions. First among the listed are two of the most respected scientific organizations that have spoken directly to this issue: The National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS). Learning Resources The National Academies (of Science, Engineering, Medicine, and Research Council) - This Web page is designed to provide easy access to books, position statements, and additional resources on evolution education and research. These materials have been produced by the National Academies and other sources and represent the latest statements from the science community. American Association for the Advancement of Science (AAAS) - AAAS Board Resolution on Intelligent Design Theory. AAAS Board Resolution Urges Opposition to "Intelligent Design" Theory in U.S. Science Classes . The National Science Foundation (National Science Board) - “More than a century after Darwin, evolution still under attack in science classrooms.” This is the first sentence of a report prepared by the National Science Board of the National Science Foundation (May 2004). It is a “must read” for any public school teacher who is interested in the contemporary challenges to sound science instruction. National Center for Science Education - A set of resources on the topic of Intelligent Design. Voices for Evolution, a project of NCSE, displays the diversity of organizations and perspectives in support of teaching evolution in the public schools. Statements are included from the following types of organizations: religious, civil liberties, educational, and scientific and scholarly. If this set of materials does not convince you of the case against Intelligent Design, nothing will. National Science Teachers Association - Arlington, VA, November 6, 2003 - The largest science teacher organization in the world has published an updated position paper to reaffirm its standpoint on the teaching of evolution. The statement upholds and reinforces the position that NSTA "strongly supports the position that evolution is a major unifying concept in science and should be included in the K-12 science education frameworks and curricula." Wired Magazine (general overview of the whole issue) - Currently a number of schools are embroiled with this controversy. A number of public schools are under pressure from their community to include a topic called Intelligent Design in biology classes. In addition, there is pressure to include in text books and classes a statement to the effect that evolution is “simply a theory.” Natural History Magazine - The voice of The American Museum of Natural History. Its April 2002 issue featured the special report "Intelligent Design?" which is reprinted here by permission. Three proponents of Intelligent Design (ID) present their views of design in the natural world. Each view is immediately followed by a response from a proponent of evolution (EVO). The report, printed in its entirety, opens with an introduction by Natural History magazine and concludes with an overview of the ID movement. Catholic News Service: Concerning Church-Evolution (Feb-1-2005) - Church needs better evolution education, says bishops' official David Byers, executive director of the U.S. bishops' Committee on Science and Human Values from 1984 to 2003. Summary The “theory of evolution through natural selection” is a robust scientific theory that is well-supported within the scientific community. It is not, as some ID proponents have insinuated, a "disputed view." Rather, as a product of scientific inquiry, it is hale and hearty. The Board of Directors of the American Association for the Advancement of Science (AAAS) has urged citizens across the nation to oppose the establishment of policies that would permit the teaching of “intelligent design theory” as a part of the science curriculum of the public schools. Summary: Intelligent Design is a modern-day creationist movement. Its proponents put forth, and seek to defend using scientific terminology and data, a hypothesis that cannot ever be scientifically tested or verified. Although such ideas have their places in society (and every individual can choose to believe or not believe the basic religious premises of the proponents of Intelligent Design), the topic is not appropriate for inclusion in the science curriculum of a public school. Is it science? No. Mynga Futrell, Ph.D. in Science Education Paul Geisert, Ph.D. in Instructional Systems 2005/05/06 |