Capitol Grounds
Theory of Evolution: Theory or Fact?
RECEIVED Wed., Nov. 19, 2003
Editor, Austin Chronicle
"Nothing in biology makes sense except in the light of evolution." – Theodosius Dobzhansky
"A true scientist would say that nothing in biology makes sense except in the light of evidence."
– Jonathan Wells, Icons of Evolution
On Nov. 7, the Texas State Board of Education voted to adopt a series of biology textbooks for the next seven years. One textbook used in public schools is Inquiry Into Life by Sylvia Mader. On p.529 (eighth edition) are diagrams of giraffes that compare Lamarck's theory and Darwin's theory. According to Darwin, "Early giraffes probably had necks of various lengths. Natural selection due to competition led to survival of the longer-necked giraffes and their offspring. Eventually, only long-necked giraffes survived the competition."
Shouldn't students be taught to distinguish between fact and speculation? No fossil evidence has ever been unearthed showing giraffes with shorter necks. Even evolutionist Stephen Jay Gould had commented on the "entirely speculative" use of the giraffe to show students how Darwin's theory is better than Lamarck's. "No data from giraffes then existed to support one theory of causes over another, and none exist now," said Gould (Natural History, May 1996).
Critical thinkers should ask: "Why are these diagrams included in Mader's book, if the empirical evidence doesn't support a Darwinian or Lamarckian view of giraffes? Is this good science?" The following suggested policy, which appears at (www.icr.org/pubs/imp/imp-282.htm) is a way for boards to achieve a win-win regarding how evolution is taught:
"As no theory in science is immune from critical examination and evaluation, and recognizing that evolutionary theory is the only approved theory of origins that can be taught in the (province/state) science curriculum: Whenever evolutionary theory is taught, students and teachers are encouraged to discuss the scientific information that supports – and questions – evolution and its underlying assumptions, in order to promote the development of critical thinking skills. This discussion would include only the scientific evidence/information for and against evolutionary theory, as it seeks to explain the origin of the universe and the diversity of life on our planet."
It would be interesting to take nationwide polls of high school and college students studying evolution, asking two questions:
In this class, is evolution taught as fact or theory?
Do you have the academic freedom to critique evolution?
"Nothing in biology makes sense except in the light of evolution." – Theodosius Dobzhansky
"A true scientist would say that nothing in biology makes sense except in the light of evidence."
– Jonathan Wells, Icons of Evolution
On Nov. 7, the Texas State Board of Education voted to adopt a series of biology textbooks for the next seven years. One textbook used in public schools is Inquiry Into Life by Sylvia Mader. On p.529 (eighth edition) are diagrams of giraffes that compare Lamarck's theory and Darwin's theory. According to Darwin, "Early giraffes probably had necks of various lengths. Natural selection due to competition led to survival of the longer-necked giraffes and their offspring. Eventually, only long-necked giraffes survived the competition."
Shouldn't students be taught to distinguish between fact and speculation? No fossil evidence has ever been unearthed showing giraffes with shorter necks. Even evolutionist Stephen Jay Gould had commented on the "entirely speculative" use of the giraffe to show students how Darwin's theory is better than Lamarck's. "No data from giraffes then existed to support one theory of causes over another, and none exist now," said Gould (Natural History, May 1996).
Critical thinkers should ask: "Why are these diagrams included in Mader's book, if the empirical evidence doesn't support a Darwinian or Lamarckian view of giraffes? Is this good science?" The following suggested policy, which appears at (www.icr.org/pubs/imp/imp-282.htm) is a way for boards to achieve a win-win regarding how evolution is taught:
"As no theory in science is immune from critical examination and evaluation, and recognizing that evolutionary theory is the only approved theory of origins that can be taught in the (province/state) science curriculum: Whenever evolutionary theory is taught, students and teachers are encouraged to discuss the scientific information that supports – and questions – evolution and its underlying assumptions, in order to promote the development of critical thinking skills. This discussion would include only the scientific evidence/information for and against evolutionary theory, as it seeks to explain the origin of the universe and the diversity of life on our planet."
It would be interesting to take nationwide polls of high school and college students studying evolution, asking two questions:
In this class, is evolution taught as fact or theory?
Do you have the academic freedom to critique evolution?
David Buckna
