The Latest Face of Creationism in the Classroom
At Scientific American, here’s an excellent in-depth article by Glenn Branch and Eugenie C. Scott, on recent developments in the ongoing Creationism Wars for control of the science classes of America: The Latest Face of Creationism in the Classroom.
Professors routinely give advice to students but usually while their charges are still in school. Arthur Landy, a distinguished professor of molecular and cell biology and biochemistry at Brown University, recently decided, however, that he had to remind a former premed student of his that “without evolution, modern biology, including medicine and biotechnology, wouldn’t make sense.”
The sentiment was not original with Landy, of course. Thirty-six years ago geneticist Theodosius Dobzhansky, a major contributor to the foundations of modern evolutionary theory, famously told the readers of The American Biology Teacher that “nothing in biology makes sense, except in the light of evolution.” Back then, Dobzhansky was encouraging biology teachers to present evolution to their pupils in spite of religiously motivated opposition. Now, however, Landy was addressing Bobby Jindal—the governor of the state of Louisiana—on whose desk the latest antievolution bill, the so-called Louisiana Science Education Act, was sitting, awaiting his signature.
Remembering Jindal as a good student in his genetics class, Landy hoped that the governor would recall the scientific importance of evolution to biology and medicine. Joining Landy in his opposition to the bill were the American Institute of Biological Sciences, which warned that “Louisiana will undoubtedly be thrust into the national spotlight as a state that pursues politics over science and education,” and the American Association for the Advancement of Science, which told Jindal that the law would “unleash an assault against scientific integrity.” Earlier, the National Association of Biology Teachers had urged the legislature to defeat the bill, pleading “that the state of Louisiana not allow its science curriculum to be weakened by encouraging the utilization of supplemental materials produced for the sole purpose of confusing students about the nature of science.”
But all these protests were of no avail. On June 26, 2008, the governor’s office announced that Jindal had signed the Louisiana Science Education Act into law. Why all the fuss? On its face, the law looks innocuous: it directs the state board of education to “allow and assist teachers, principals, and other school administrators to create and foster an environment within public elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied,” which includes providing “support and guidance for teachers regarding effective ways to help students understand, analyze, critique, and objectively review scientific theories being studied.” What’s not to like? Aren’t critical thinking, logical analysis, and open and objective discussion exactly what science education aims to promote?
As always in the contentious history of evolution education in the U.S., the devil is in the details. The law explicitly targets evolution, which is unsurprising—for lurking in the background of the law is creationism, the rejection of a scientific explanation of the history of life in favor of a supernatural account involving a personal creator. Indeed, to mutate Dobzhansky’s dictum, nothing about the Louisiana law makes sense except in the light of creationism.
Frank says: