We are coming up on the 150th anniversary of the publication of Charles Darwin’s
On the Origin of Species by Means of Natural Selection. We are also coming up on the selection by some school boards of new curricula that may undermine the teaching of Darwin’s theory to biology students.
In science, a theory is not just a convenient idea; it is a scientific explanation of events and processes in the natural world that is well-supported by scientific observations and research. People will often ask, “Do you believe in evolution?” Well, a scientific theory is never a matter of belief. In contrast to belief, a scientific theory is accepted ― rather than believed in ― if the facts support it as scientifically valid. Just as Einstein’s theory of relativity continues to be validated by recent advances in science and technology, so too does Darwin’s theory, as advances in genetics and molecular biology confirm his ideas.
So why is evolution a controversial issue now, so many years after Darwin’s idea has been accepted by mainstream science?
The Discovery Institute, which is based in Seattle, is an organization that would like to see schools present the ideas of creation science and/or
intelligent design in science classes. They claim this would provide an alternate “theory” on the origin of species, to counter supposed weaknesses in Darwin’s theory. However, the institute has not made any discoveries of scientific importance that can present even the slightest challenge to Darwin’s theory. Yet states such as Alabama, Florida, Michigan, and Texas have seen recent attempts to legislate intelligent design into their science curricula. This, of course, is in the interest of finding a compromise between the belief of creationists and the theory of the scientists.
The State Legislature of Louisiana has just passed a bill that would allow the teaching of “creation science” alongside Darwin’s theory. Interestingly, the State of Louisiana also plans an end-of-course test in biology, in which students would have to show their basic mastery of this subject. But, as the famous evolutionary biologist Theodosius Dobzhansky said, “Nothing in biology makes sense except in the light of evolution.” And how can you master a subject if you don’t study it correctly? Although there is nothing wrong with studying the idea of intelligent design (or creation science) it is this editor's humble opinion that a biology class may not be the right forum in which to do it.
It turns out that the governor of Louisiana,
Mr. Jindal, was a biology major at Brown University. In the face of current political pressure, he has allowed the alternate view to be taught in his state’s schools. It is now in his hands to veto this legislation, to decide what kind of science education students in Louisiana will receive. It seems only fair. After all, if they want to major in biology at an Ivy League college someday, they too deserve a solid foundation in high school.
