Faith-based Evolution Education?

Abstract

Scientists nationwide breathed a collective sigh of relief after a federal judge barred a Pennsylvania public school district from teaching intelligent design (ID) in biology classrooms. Unfortunately, although a battle has been won, the war rages on. More than 19 other states and school districts have antievolution initiatives under consideration. Gallup polls and research studies remain in clear agreement: Americans' acceptance and understanding of evolution are low and have remained unchanged for decades. Perhaps of even more concern is that science teachers themselves reject evolutionary theory in frighteningly large numbers. It is time for scientists and science educators to take a good look in the mirror. Despite our legal successes, we have failed to help the public understand why evolution is central to our understanding of everything from AIDS to ancient life. The important question, of course, is why we fail. The answer, I argue, is belief. But it is not only the deep-seated beliefs of creationists and ID supporters that explain our failure. It is the beliefs of scientists themselves as they attempt to deal with this national educational crisis.

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