THE NEBRASKA RELIGIOUS COALITION FOR SCIENCE EDUCATION
Presented to the Nebraska Academy of Sciences in Lincoln,
NE, April 25, 2003 by C. Austerberry, Ph.D.
Abstract
Recently adopted science education standards in Nebraska
and other states are controversial. Evolutionary explanations for species'
origins that incorporate Darwinian mechanisms of random variation and natural
selection are deemed incompatible with the creation teachings of Christianity,
Islam, and Judaism in the minds of some Americans today, including theists
who oppose evolution as well as atheists who oppose religion. However,
survey and case study data suggest that most scientists and science teachers
view evolution as compatible with religious faith, as do many of the major
religions' governing bodies in the United States. The Nebraska Religious
Coalition for Science Education (web site: nrcse.creighton.edu)
is a new network of Nebraskans from diverse religious faiths with the shared
conviction that academic freedom, religious freedom, and scientific integrity
are indeed compatible. It is the NRCSE's position: 1) that evolution
is a viable scientific theory, 2) that a Creator is a viable theological
proposition, and 3) that creationism ("creation science") and intelligent
design theory lack evidence and represent erroneous deviations from the
scientific method. The NRCSE recognizes the duty of Nebraska's schools
to help students understand the best available science. We believe
that evolution can and should be widely taught in a scientifically sound
and metaphysically neutral manner.
Origin of the NRCSE
April 25, 2001 meeting at First Central Congregational Church
in Omaha: Chuck Austerberry, M. Winston Baldwin, Anita Jeck, and John Lyden.
We find evolution to be compatible with our religious faiths,
and we know that many other Nebraskans do too.
Why the NRCSE?
Many opponents of evolution are motivated by their theism.
Some proponents of evolution are motivated by their atheism.
Conflict between science (especially evolution) and religion
is well publicized.
Science education needs advocates from all of Nebraska, including
its religious community.
Academic freedom, religious freedom, and scientific integrity
are
compatible.
Nebraska's Local Districts Set Standards
Nebraska's LB 812 requires all school districts to adopt
measurable quality academic content standards for reading, writing, mathematics,
science, social studies, and history by July 1, 2003.
Nebraska L.E.A.R.N.S.
The standards adopted by Nebraska school districts may be
those adopted by the State Board of Education called "Nebraska L.E.A.R.N.S."
(Leading Educational Achievement through Rigorous Nebraska Standards) or
more rigorous than the state standards. Local content standards must be
approved by the Nebraska Department of Education.
Nebraska's Science Teaching Standards (Nebraska L.E.A.R.N.S.)
as html
or as pdf
Evolution in L.E.A.R.N.S.
On February 9, 1999, the Nebraska Attorney General's Office
instructed Education Commissioner Doug Christensen to revise proposed Nebraska
Science Content Standards because "it appears they require 12th grade
students to be taught that present forms of life, including humans, are
the product of evolution."
More Recent Opposition to Darwinism
On December 24, 2002 Governor Mike Johanns, in a letter granting
final approval of the revised standards, wrote:
"I also appreciate the State Board of Education's position
that the science standards allow local districts and teachers the academic
freedom to present and discuss arguments for and against the Darwinian
theory of evolution rather than mandate the 'teaching of'one particular
evolutionary theory."
What do Nebraska's L.E.A.R.N.S. Say?
Evolution is a series of changes, some gradual and some
sporadic, that account for the present form and function of objects, organisms,
and natural and designed systems. The goal is for students to recognize
that objects & systems change over time.
By the end of twelfth grade, students will develop an
understanding of the theory of biological evolution.
Example Indicators in NE L.E.A.R.N.S.
Understand that the concept of biological evolution is
a theory which explains the consequence of the interactions of:
(1) the potential for a species to increase its numbers;
(2) the genetic variability of offspring due to mutation
and recombination of genes;
(3) a finite supply of the resources of life; and
(4) the ensuing selection by the environment of those
offspring better able to survive and leave offspring.
Investigate and use the theory of biological evolution
to explain diversity of life.
Investigate whether natural selection provides a scientific
explanation of the fossil record and the molecular similarities among the
diverse species of living organisms.
Investigate and use biological classifications based on
similarities.
It Could have been Worse
On August 11, 1999, the Kansas Board of Education deleted
most references to evolution from state science teaching standards (reversed
when new Board members were elected).
It Could have been Better
On December 10, 2002 the Ohio Board of Education adopted
the following benchmark for 9-10th graders:
Describe a foundation of biological evolution as the change
in gene frequency of a population over time. Explain the historical and
current scientific developments, mechanisms and processes of biological
evolution. Describe how scientists continue to investigate and critically
analyze aspects of evolutionary theory. (The intent of this benchmark does
not mandate the teaching or testing of intelligent design.)
L.S. Lerner's Grade
"C" = "Satisfactory" for evolution; "B" ="Good" for overall
science standards.
NE one of 7 states graded "C" for evolution.
24 states graded higher, 19 states graded lower, than NE
for treatment of evolution.
"A decent treatment of evolution marred by the incursion
of creationist notions."
". . . the vague item (for twelfth graders) 'Investigate
and use the theory of biological evolution to explain diversity of life'
is an inadequate representation of the significance of evolution in the
life sciences."
Why the Opposition to Evolution?
Not compatible with a literal interpretation of Genesis 1
& 2.
Confusion concerning the relationship between science and
religion in general, and between evolution and creation in particular.
Creation in the Bible
A literal reading of Genesis 1 & 2 is rejected by many
Christian and Jewish theologians and religious
bodies, for reasons that often have nothing to do with science.
Nonetheless, it is the right of each student to freely choose
religious beliefs, including Biblical literalism.
Science teaching standards do not call for personal acceptance
of evolutionary theory, just an understanding of it.
Other Opposition to Evolution
Not all religious objections to evolution are based on Biblical
literalism. Other objections include:
Metaphysical status of "chance," lack of predictability,
purpose, and design.
Competition and death as part of the mechanism of evolution.
Continuity between humans and other species; question of
the human soul.
Intelligent Design (ID) Theory
Unlike creationism, ID does not arise from Biblical literalism.
Some ID proponents accept common descent.
ID does not identify the Designer.
ID postulates that scientific evidence can, and does, prove
that life must have been designed.
Problems with (ID) Theory
"Evidence" for ID is based entirely on supposedly intractable
problems facing Darwinian evolutionary theory (93%
of Ohio science professors see no such "evidence").
ID is potentially valid as a metaphysical position, but not
as a scientific theory.
How Should Evolution be Taught?
Implying that evolution rules out a creator, or (on the other
hand) that it requires a designer, would be incorrect and inappropriate.
Because silence regarding metaphysical implications may be
interpreted as anti-religious, brief acknowledgement that many religious
and philosophical perspectives exist would be accurate and appropriate.
Compatibility is a Common View
68%
(DYG,
2000) of the general American population consider evolution compatible
with belief in a divine creator; 37% (Gallup,
2001) consider the evolution of humans to also be compatible with creation.
39% of American scientists believe in a personal God (Larson
and Witham, Nature Vol 386, p. 435-436, 1997).
84% of Ohio college science professors (Bishop,
2002) consider evolution consistent with belief in God.
One Denominational Statement
214th GENERAL ASSEMBLY OF THE PRESBYTERIAN CHURCH - USA (2002)
1. Reaffirms that God is Creator, in accordance with the
witness of Scripture and the Reformed Confessions.
2. Reaffirms that there is no contradiction between an evolutionary
theory of human origins and the doctrine of God as Creator.
3. Encourages State Boards of Education across the nation
to establish standards for science education in Public Schools based on
the most reliable content of scientific knowledge as determined by the
scientific community.
4. Calls upon Presbyterian scientists and science educators
to assist congregations, presbyteries, communities, and the public to understand
what constitutes reliable scientific knowledge.
A Recent Case Study
Johnson and Giberson (Perspectives on Science and Christian
Faith Vol. 54, pp. 242-248, 2002) analyzed evolution teaching in Quincy,
MA (pop. 88,000, 12 elementary schools, five middle schools, two high schools).
No evolution in elementary schools, but significant coverage
in middle and high schools.
Textbooks and teachers were generally found to present evolution
in a metaphysically neutral, balanced way that respects both science and
religion. Evolution is not taught dogmatically nor atheistically, but it
is stressed as being of central importance.
One teacher interviewed by Johnson and Giberson (2002) said:
"A
theory arises as a result of huge amounts of data that almost always point
to a specific solution.Creationism is not a theory, it is a belief."
This teacher presents a number of possible natural mechanisms
for evolution. Although he excludes creation, he is careful not to give
evolution a purposeless or meaningless tone.
Conclusions
We in the NRCSE are confident that evolution can and should
be taught widely and well in Nebraska's secondary schools.
Our goal is to help defend Nebraska's teaching standards
from any further weakening or confusion in regards to the scientific theory
of evolution.
We also desire to help raise awareness, particularly in Nebraska's
religious communities, that methodological naturalism is an essential part
of good science, and that the scientific search for natural explanations
is not anti-religious.
How Can You Help the NRCSE?
Print and distribute our brochure (we can send you the MS
Word file).
Visit our web site at http://nrcse.creighton.edu/
and
let us know how we can make it better.
Join our Speaker's Bureau. You can see what we currently
do: Augustana Lutheran Church, 38th and Lafayette in Omaha, NE, is hosting
a different NRCSE speaker each Sunday in May 2003 - everyone is welcome.
Speak and write on the issue in whatever venues you can.