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The Future of Science Textbooks at Risk: What Happened to Survival of the Fittest? Posted by Melanie Smollin on March 27, 2009 at 3:26 pm

evolutioncreationismThis is scary. Really really scary. Every 10 years, major textbook publishers update and republish their books. And they use Texas’ state standards as their benchmarks because demand for textbooks in that state is so high. Next year is revision time, and depending on the outcome of today’s State Board of Education vote, textbooks distributed across the nation (for the next 10 years!) might include evaluations of the legitimacy of certain scientific theories like the theory of evolution. Say what?!?

According to today’s NY Times, yesterday’s preliminary vote on whether to uphold teaching evolution as is, without the clause requiring teachers to address the theory’s “strengths and weaknesses” (what weaknesses?!), was split 7-7 with one board member missing. That missing board member is a moderate, so chances are the “strength and weaknesses” clause won’t be reinstated. But the board’s 7 social conservative members did succeed in making the following amendments to the state’s official curriculum:

In biology, teachers will be required to “analyze and evaluate the sufficiency or insufficiency of natural selection to explain the complexity of the cell.” In earth-science, teachers will have to address “current theories of the evolution of the universe including estimates for the age of the universe.” I suddenly feel very nauseous.

Especially since, according to the Washington Post, the chairman of the State Board of Education Don McLeroy is a “young earth creationist” who believes that the earth was created by God no more than 10,000 years ago – a far cry from the billions of years suggested by science. Is young earth creationism going to be added as a legitimate scientific theory in our national textbooks? How about throwing in a chapter on the chemical changes occurring within the body when God turns a human into a pillar of salt? Or a page on the unique ability of whales to swallow humans beings whole and then spit them back out?

Please don’t misunderstand me here – I’m not poking fun at anyone’s religious beliefs. I appreciate the importance of religion in many people’s lives. But that doesn’t mean it belongs in textbooks! I thought that’s what Sunday school – and not public school – was for. As far as I can tell, there is still a separation between church and state. Even if that state is Texas!

When I was in high school, we read the play “Inherit the Wind” which is based on the trial of Tennessee biology teacher John Scopes prosecuted in 1925 for illegally teaching the theory of evolution. Even as a high school student, I remember thinking how crazy it was for a teacher to actually be denied the right to teach legitimate science. I just can’t believe we’re still debating this issue over 80 years later. Sigh….When will we evolve already?

takepart in reading Clay Burell (of Beyond School) take on the issue. And don’t forget to read (or reread) Inherit The Wind. Then enjoy the movie!

(Photo: latvian’s flickr photostream/Creative Commons)


CATEGORIES:  Education


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Posted by Michael Spitzer on May 6, 2009 at 9:57 am

One problem here: survival of the fittest is not an evolutionary concept. It was proposed by Herbert Spencer and taken as a bad explanation and justification for socioeconomic hierarchies.

Creationists take debate about evolutionary mechanisms and reconstruction as evidence for accepting creationism. This is a logical fallacy. The idea that it is either evolution or creation negates the literally infinite number of other possible explanations that could be proposed. This is related to the underdetermination problem in science. All sciences have debated aspects of their theories; this is a normal aspect of scientific work and growth. The question is never about either one theory versus another singular theory in the long run.

Science education needs some concerted effort toward how science works, something that scientists rarely think about. There is a large amount of information out there on the cognitive skills of scientists, studies of how science works and the deficiencies of many past philosphical descriptions of how science works.

For the most part, high school teachers don’t understand how science works and are not equiped to give any detail about insufficiencies of natural selection. They primarily teach scientific facts. The insufficiencies are being addressed by evolutionary biologists as we speak. Do high school teachers understand the new research in developmental approaches addressing additional, not replacement, mechanisms? Do high school teachers understand nonlinear dynamics, chaos, and complex systems that are being investigated for additional mechanisms to supplement natural selection? These topics aren’t even addressed until upper division biology courses and graduate school.

Don’t misunderstand my position here. Evolutionary theory provides the best empirically supported theory for speciation and I am not religious.

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Posted by Bruce Blom on June 28, 2009 at 7:17 am

I’m sorry, you seem to forget that Darwin made the comment that his theory should be discarded if no evidence of intermediate, missing link fossils could be found. the only one so called science has provided are all fakes.
if you wish to deal with hard science, try explain the laws of entropy and how evolution defeats them.
to claim to be a science driven person you must follow the facts not try and make them up to fit the theory.

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