Teaching Origin of Species in Public Schools:

1
Teaching Origin of Species in Public Schools

• Evolution-Science and Creation-Science

Todd B. Cross
2
The Issue

• Teaching the origin of life in the public school
  classroom is currently a large debate
• Several states are currently undergoing
  legislative procedures

3
Two Theories

• Evolution theory that the various types of
  animals and plants have their origin in other
  preexisting types and that the distinguishable
  differences are due to modifications in
  successive generations (Merriam-Webster, 2005)
• Creation-science scientific evidence or
  arguments put forth in support of creationism
  (Merriam-Webster, 2005)

4
Conflict and Misunderstanding

• 1981 the Arkansas legislature
• required balanced treatment of what the bill
  termed Evolution-science and Creation-science
  (Guest, 1981)
• prohibition against religious instruction both
  shall be limited to scientific evidence for each
  model and inferences from those evidenced
  required instruction in both models if the public
  school chooses to teach either (Guest, 1981).
• Since-continuous debate

5
Public Opinion

• Parents who believe that human life has always
  existed in its present form
• more likely to give schools a poor rating (32)
  for their handling of evolution

• those who believe that live evolved over time
  (9)

Only 31 of all respondents rated schools as
excellent or good on evolution (Pew, 2005)
6
Misconception

• Evolution explains the emergence of life
• the theory of evolution assumes the existence of
  life and is directed to an explanation of how
  life evolved. Evolution does not presuppose the
  absence of a creator or God... (Hildemann, 1982)

7
Lack of Understanding

• People opposed to teaching creationism
  with/instead of evolution, 27 personally take
  the creationist position of human origins (Pew,
  2005).

• 19 of people who think creationism should be
  taught instead of evolution nevertheless
  personally believe in evolution through natural
  selection (Pew, 2005)

shows basic misunderstanding of what the theory
of evolution presents the idea of evolution
through natural selection
8
Authority to Decide Curriculum

• 41 think parents
• 54 of these accept creationist account
• Evangelical protestants (59)
• 21 in favor of school board
• (Pew, 2005)

• 28 say scientists and science teachers
• seculars 41
• Accept natural selection 47
• (Pew, 2005)

Parents/Evangelicals-confusion regarding the
meaning of terms such as creationism and even
evolution. (Math Theory)
9
The Curriculum Poll

• 64 support teaching creationism along with
  evolution in public schools
• 32 creationists do not think it should be taught
  instead of evolution
• may suggest public believes desirable to offer
  more viewpoints where controversial subjects in
  the schools are concerned

• 26 oppose this curriculum
• Only among southerners (45) support replacing
  evolution with creationism in the schools
• Replacing Not the Issue

Hildemann concepts of creation and evolution
are quite compatible if evolution is viewed as a
creative process continuing over many millions of
years (1982).
10
Unregulated Curriculum

• States that w/o legislation regarding the
  acceptable teaching material teach evolution as
  if it is by law, not as the theory it truly is
  (Harvey et al., 1996)
• Evolution-science and Creation-science share
  common characteristics
• each is non-falsifiable overall but is
  falsifiable on specific predictions and specific
  evidences
• each has predominantly circumstantial evidence
• each has presuppositions about a creation
• each includes design
• each historically appeared first in religious
  writings
• each is consistent with many religious beliefs
  and many philosophical beliefs(A model bill
  requiring the teaching of creation science in the
  public schools, 1982)

11
Current Christian Public High School Teacher

• No limits given to him regarding the allowed
  curriculum
• Presenting Darwinian evolution so that concepts
  are understood using both videos and real life
  examples of evolution
• Gives the evidence for evolution of life over
  time
• Presents flaws with evolutionary theory

12
Cont.

• Shares personal beliefs
• Discusses complexity of life
• Necessity for creator
• Reads Genesis account as historical text of
  prevailing view
• Makes it clear that the ultimate decision is one
  of personal theology
• Hardly ever complaint

13
Proposal of Best Methods

• Present both major views
• Present Facts and supporting science
• Present weaknesses and arguments against
• Limit theories to their credibility
• Miller Urey not valid explanation for life,
  only closest thing (amino acids)
• Eliminating bias
• Students are impressionable
• Cannot as Christians limit the possibilities
  before experimentation
• Remain open

14

• Encourage examination of agreement between
  theories
• Let students ascribe credibility
• Tell students that they must make a personal
  decision about beliefs

15
Literature Cited

• 1982. A model bill requiring the teaching of
  creation science in the public schools.
  Science, Technology, Human Values. 7(40)
  100-102.
• Cross, Douglas. Telephone Interview. 11 Nov.
  2005.
• Guest, William, E.F. Clayton. 1981.
  Evolution-Science versus Creation-Science.
  Evolution. 35(4) 822.
• Harvey, J., P.P. Craig, P.R. Gross, S.J. Madigan.
  1996. Teaching evolution. Science.
  273(5280) 1321-1322.
• Hildemann, W.H. 1982. Science instruction and
  religion. Science. 216(4550) 1048.
• Miller/Urey Experiment. lthttp//www.chem.duke.edu
  /jds/cruise_chem/ Exobiology/miller.htmlgt.
  accessed 9 Nov. 2005
• The Pew Forum on Religion and Public Life.
  Public Divided on Origins of Life Religion a
  Strength and Weakness for Both Parties. 30
  August 2005. lthttp//pewforum.org/docs/index.php?
  DocID115gt . accessed 8 Nov. 2005
• Merriam-Webster Online. 2005.
  lthttp//www.m-w.com/gt. accessed 16 November
  2005