Post by Randall Lord on Jun 25, 2006 14:22:59 GMT -5
news.bbc.co.uk/1/hi/sci/tech/5098608.stm
Scientists urge evolution lessons
The statement follows fierce debate in the US
The world's top scientists have joined forces to call for "evidence-based" teaching of evolution in schools.
A statement signed by 67 national science academies says evidence on the origins of life is being "concealed, denied, or confused" in some classes.
It lists key facts on evolution that "scientific evidence has never contradicted".
These include the formation of Earth 4.5 billion years ago, and the onset of life at least 2.5 billion years ago.
"We know of schools in various parts of the world where the children are told that the Earth is about 8,000 years old," said Yves Quere, co-chair of the Inter Academy Panel on International Issues, the global network of science academies.
"So in this statement we say you cannot teach this to children, it is wrong."
Dr Quere said the statement reflected growing concern within the scientific community that children were not being taught basic facts on evolution and the nature of scientific inquiry.
"In some countries, the simple theory of evolution is denied in the teaching of children in schools," he said.
Design debate
The academies' statement says: "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."
'EVIDENCE-BASED' FACTS
The Earth has changed under the effect of numerous forces since its formation, and continues to do so
Since life first appeared on Earth, it has taken many forms, all of which continue to evolve
Commonalities in the structure of the genetic code of all organisms living today, including humans, clearly indicate their primordial origin
Its release follows fierce debate about whether so-called intelligent design (ID) should be taught in biology courses in schools, mainly in the US.
Adherents to ID maintain that many features of the Universe and of living things are too complex to have been the result of natural selection.
Instead, they argue, these phenomena must have been designed by a highly intelligent force.
Last year, a group of parents successfully took a school board in Dover, Pennsylvania, to court to stop the teaching of ID in science classes.
Steve Fuller, a professor of sociology at the University of Warwick, UK, was an expert witness at the trial, defending the right to teach alternatives to evolution.
He commented on the statement: "I think it is pretty mild, in the sense that the only people who will take serious exception are the biblical literalist, six-day creationist-type people.
"The words evolve and evolution here are used without any content," he said. "They do not actually say anything about the explanation or the causal mechanisms that are involved in all of this development of life that has occurred over all of these billions of years.
"It really doesn't hit on the kinds of issues that would separate either contesting schools within evolutionary theory or evolution versus intelligent design."
Scientists urge evolution lessons
The statement follows fierce debate in the US
The world's top scientists have joined forces to call for "evidence-based" teaching of evolution in schools.
A statement signed by 67 national science academies says evidence on the origins of life is being "concealed, denied, or confused" in some classes.
It lists key facts on evolution that "scientific evidence has never contradicted".
These include the formation of Earth 4.5 billion years ago, and the onset of life at least 2.5 billion years ago.
"We know of schools in various parts of the world where the children are told that the Earth is about 8,000 years old," said Yves Quere, co-chair of the Inter Academy Panel on International Issues, the global network of science academies.
"So in this statement we say you cannot teach this to children, it is wrong."
Dr Quere said the statement reflected growing concern within the scientific community that children were not being taught basic facts on evolution and the nature of scientific inquiry.
"In some countries, the simple theory of evolution is denied in the teaching of children in schools," he said.
Design debate
The academies' statement says: "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."
'EVIDENCE-BASED' FACTS
The Earth has changed under the effect of numerous forces since its formation, and continues to do so
Since life first appeared on Earth, it has taken many forms, all of which continue to evolve
Commonalities in the structure of the genetic code of all organisms living today, including humans, clearly indicate their primordial origin
Its release follows fierce debate about whether so-called intelligent design (ID) should be taught in biology courses in schools, mainly in the US.
Adherents to ID maintain that many features of the Universe and of living things are too complex to have been the result of natural selection.
Instead, they argue, these phenomena must have been designed by a highly intelligent force.
Last year, a group of parents successfully took a school board in Dover, Pennsylvania, to court to stop the teaching of ID in science classes.
Steve Fuller, a professor of sociology at the University of Warwick, UK, was an expert witness at the trial, defending the right to teach alternatives to evolution.
He commented on the statement: "I think it is pretty mild, in the sense that the only people who will take serious exception are the biblical literalist, six-day creationist-type people.
"The words evolve and evolution here are used without any content," he said. "They do not actually say anything about the explanation or the causal mechanisms that are involved in all of this development of life that has occurred over all of these billions of years.
"It really doesn't hit on the kinds of issues that would separate either contesting schools within evolutionary theory or evolution versus intelligent design."