From the Final Remarks: Science, as a process, starts with the acceptance of our ignorance about a natural phenomenon and by seeking natural explanations for it. Hence, ignorance drives the engine of Science. Even if evolution were, hypothetically, rejected, contested by new data, scientists would have to study hard to find an alternative natural explanation that was able to explain everything that evolution explains today plus the new data that contested it.
Evolution is a fact and a well-supported scientific theory. It has endured daily and rigorous testing, and it stands as the unifying theory in biology (Rutledge and Warden, 2000). This says nothing about whether God created or did not create the world, as science is unable to distinguish a divinely guided evolution from a materialistic evolution. God may well have created the biological world through natural selection, mutation, speciation, extinction, etc. Still, evolution and Science would remain unscathed as Science is not concerned with why or who, but only with how.
Some creationists say that we must bring the evolution versus creationist debate to the classroom and claim that the opposition to the debate is anti-scientific. However, science is not about blind criticism (Meyer and El-Hani, 2013). Blind criticism is just as naïve as blind acceptance. Scientists must weigh the evidence before questioning a theory. The idea that all debates are equally scientific is misleading and it explains the sad emergence of flat-earthers and anti-vaxxers. A debate on what is the shape of our planet is not only pointless, but it is also dangerously harmful to the minds of the young students. A fruitful debate in a science class is restricted to those issues that lie within the scientific realm (Baltzley, 2016, Branch, 2016).
A recent study has suggested that science concepts, more than evolutionary basics, are critical to promoting evolution (Dunk et al., 2017). One way to reinforce these fundamentals would be the requirement of evolution and science fundaments in admission policies for biology professionals, particularly teachers (Larkin and Perry-Ryder, 2015; see Rutledge and Warden, 2000 for statistics). Claudia A.M. Russo and Thiago André, Genetics and Molecular Biology, Print version ISSN 1415-4757On-line version ISSN 1678-4685 Genet. Mol. Biol. vol.42 no.1 Ribeirão Preto Jan./Mar. 2019 Epub Feb 28, 2019 http://dx.doi.org/10.1590/1678-4685-gmb-2018-0086 More.
It’s those orchids, right? We always said, in the Uncommon Descent News virtual coffee room, it was those orchids that did in Darwin in Brazil. Oh yes, and Marcos Eberlin, of course.
See also: Jerry Coyne is already mad at Marcos Eberlin
Marcos Eberlin shouldn’t exist/