Teaching Evolution

The teaching of evolution in high school science classes continues to be a controversial subject. In Oklahoma and many other states the quality of science education is under serious and ongoing attack from creationist groups. Most recently this has taken the form of (multiple) attempts to add evolution disclaimers to science textbooks, either through the state textbook committee or via direct legislation. Unfortunately we can probably expect more efforts to get creationism (or so-called intelligent design theories) taught as science along side evolution, as has occurred in other states. Plain and simple, creationist ideas are not testable using scientific methods and are therefore not science. Mysticism, spiritualism, and religion in any form have no place in science curricula. The creationist agenda aims to have a specific, narrow religious dogma taught as science and should be vigorously opposed.

Click here for a point-by-point analysis of the proposed Oklahoma textbook disclaimer written by University of Oklahoma biologist Dr. Frank J. Sonleitner.

Click here for a detailed overview of the inaccuracies and dangers of the Oklahoma textbook disclaimer written by Brown University biologist Kenneth R. Miller.

Click here to read statements by U.S. President and Georgia native Jimmy Carter regarding a January 2004 proposal to remove the word evolution from textbooks in Georgia's public schools.

Reasons to Support Teaching Evolution in Oklahoma Schools:
* There is no controversy whatsoever among scientists about whether evolution has occurred. Most major professional scientific societies, including the National Academy of Sciences USA and the American Association for the Advancement of Science, have issued official statements explicitly supporting the teaching of evolution.

* It is absolutely true that the explanation of how evolution occurs is a theory. But contrary to popular usage, a scientific theory is the pinnacle of explanatory power and the most well-supported of all scientific ideas. Other theories include: germ theory of disease, atomic theory of matter, genetic theory of inheritance, quantum theory, theory of gravity, and plate tectonic theory (continental drift). Should all of these be doubted simply because they are theories?

* Most fields of science, including chemistry, physics, geology, astronomy, and biology deal with phenomena that cannot be "seen" or that happened in the past. This has not limited scientific inquiry or understanding for a thousand years.

* Opponents of evolution are either unfamiliar with the scientific evidence or willfully ignore it. Ignorance should not form the basis of scientific instruction.

* Science is not a threat to faith or spirituality. All of the world's major religions, including most forms of Christianity, accept evolution. Science deals only with testable phenomena in the natural world and can say nothing about the existence or methods of God. Science makes no claims to address issues of morality and the meaning of life which rightly fall within the domains of theology and philosophy.

* So-called alternatives to evolution are not scientific. This is not an issue of fairness. None of these, including "intelligent-design", have any credible supporting evidence nor can they be tested via the methods of science. They are simply not science and should not be taught as such.

* The evolution disclaimer that has been proposed for textbooks in Oklahoma is itself an example of scientific illiteracy and deliberate deception. Of the 12 statements in the disclaimer, 3 are seriously misleading and 4 are outright false (see over). Do we really want to mislead our students about the evidence and methods of science?

* Evolutionary principles are increasingly important in human health (e.g., antibiotic resistance, emerging diseases, function of the human genome) and agriculture (e.g., crop and livestock improvement), among other things. Our students should have the opportunity to learn about these vital issues.

* If popularity or politics are allowed to dictate what constitutes valid science, all of science is compromised. The resulting decline in the quality of science education would seriously threaten the technological and economic development of the state of Oklahoma.

Our students should study hard and keep an open mind. Healthy skepticism is at the core of a good scientific education. But this does not mean that false or unscientific ideas should be taught in science classrooms or that we should pretend to know less than we do about the natural history of our planet.

Please help preserve the quality of science education in Oklahoma!

- Oklahomans for Excellence in Science Education

For more information see the web site of the National Center for Science Education. If you would like to receive information via e-mail about the evolution/creationism debate in Oklahoma, you can join the list server by going here.