Here is a story in the Guardian about the world’s science academies locking arms and digging in their heels to stem the tide of anti-evolution sentiment issuing from the unruly masses. Now if only evolution weren’t such a crock …
Scientists call for better teaching on evolution
http://education.guardian.co.uk/schools/story/0,,1802823,00.htmlRebecca Smithers
Thursday June 22, 2006The world’s leading scientists yesterday urged schools to stop denying the facts of evolution amid controversy over the teaching of creationism.
The national science academies of 67 countries – including the UK’s Royal Society – issued a joint statement warning that scientific evidence about the origins of life was being “concealed, denied, or confused”. It urged parents as well as teachers to provide children with the facts about the origins and evolution of life on Earth. [Was the origin of life problem solved while I wasn’t looking? –WmAD]
Creationism includes a belief that all forms of life have always existed in their present form, and that the world was formed in around 4000 BC, rather than 4,600 million years ago, as scientists believe. Academics in the US have voiced concern over similar theories being taught in American schools, including one known as “intelligent design”.
The statement was drafted by members of the Inter Academy Panel on International Issues – a global network consisting of 92 science academies. It points out that “within science courses taught in certain public systems of education, scientific evidence, data, and testable theories about the origins and evolution of life on Earth are being concealed, denied, or confused with theories not testable by science”.
It went on: “We urge decision makers, teachers, and parents to educate all children about the methods and discoveries of science and foster an understanding of the science of nature. Knowledge of the natural world in which they live empowers people to meet human needs and protect the planet.”
The president of the Royal Society, Martin Rees, said: “There is controversy in some parts of the world about the teaching of evolution to pupils and students, so this is a timely statement that makes clear the views of the scientific community. I hope this statement will help those who are attempting to uphold the rights of young people to have access to accurate scientific knowledge about the origins and evolution of life on Earth.”
The IAP statement highlighted that “evidence-based facts about the origins and evolution of the Earth and of life on this planet have been established by numerous observations and independently derived experimental results from a multitude of scientific disciplines”, and that “even if there are still many open questions about the precise details of evolutionary change, scientific evidence has never contradicted these results”.
On evolution, it stated: “Since its first appearance on Earth, life has taken many forms, all of which continue to evolve, in ways which palaeontology and the modern biological and biochemical sciences are describing and independently confirming with increasing precision.”
A Department for Education and Skills spokesman said: “Neither creationism nor intelligent design are taught as a subject in schools, and are not specified in the science curriculum.
“The national curriculum for science clearly sets down that pupils should be taught that the fossil record is evidence for evolution, and how variation and selection may lead to evolution or extinction. Academies are required to follow the core and foundation requirements of the national curriculum requirements and are, therefore, in the same position as other schools regarding the teaching of science.”
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IAP STATEMENT ON THE TEACHING OF EVOLUTION
June 2006We, the undersigned Academies of Sciences, have learned that in various parts of the world, within science courses taught in certain public systems of education, scientific evidence, data, and testable theories about the origins and evolution of life on Earth are being concealed, denied, or confused with theories not testable by science. We urge decision makers, teachers, and parents to educate all children about the methods and discoveries of science and to foster an understanding of the science of nature. Knowledge of the natural world in which they live empowers people to meet human needs and protect the planet.
We agree that the following evidence-based facts about the origins and evolution of the Earth and of life on this planet have been established by numerous observations and independently derived experimental results from a multitude of scientific disciplines. Even if there are still many open questions about the precise details of evolutionary change, scientific evidence has never contradicted these results:
1. In a universe that has evolved towards its present configuration for some 11 to 15 billion years, our Earth formed approximately 4.5 billion years ago.
2. Since its formation, the Earth – its geology and its environments – has changed under the effect of numerous physical and chemical forces and continues to do so.
3. Life appeared on Earth at least 2.5 billion years ago. The evolution, soon after, of photosynthetic organisms enabled, from at least 2 billion years ago, the slow transformation of the atmosphere to one containing substantial quantities of oxygen. In addition to the release of the oxygen that we breathe, the process of photosynthesis is the ultimate source of fixed energy and food upon which human life on the planet depends.
4. Since its first appearance on Earth, life has taken many forms, all of which continue to evolve, in ways which palaeontology and the modern biological and biochemical sciences are describing and independently confirming with increasing precision. Commonalities in the structure of the genetic code of all organisms living today, including humans, clearly indicate their common primordial origin.
We also subscribe to the following statement regarding the nature of science in relation to the teaching of evolution and, more generally, of any field of scientific knowledge :
Scientific knowledge derives from a mode of inquiry into the nature of the universe that has been successful and of great consequence. Science focuses on (i) observing the natural world and (ii) formulating testable and refutable hypotheses to derive deeper explanations for observable phenomena. When evidence is sufficiently compelling, scientific theories are developed that account for and explain that evidence, and predict the likely structure or process of still unobserved phenomena.
Human understanding of value and purpose are outside of natural science’s scope. However, a number of components – scientific, social, philosophical, religious, cultural and political – contribute to it. These different fields owe each other mutual consideration, while being fully aware of their own areas of action and their limitations.
While acknowledging current limitations, science is open ended, and subject to correction and expansion as new theoretical and empirical understanding emerges.