Statements on Teaching Evolution
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As Australian scientists and science educators, we are gravely concerned that so-called "intelligent design" (ID) might be taught in any school as a valid scientific alternative to evolution. While science is a work in progress, a vast and growing body of factual knowledge supports the hypothesis that biological complexity is the result of natural processes of evolution. [... Because ID does not meet any of the criteria that would mark it as a science,] We therefore urge all Australian governments and educators not to permit the teaching or promulgation of ID as science. To do so would make a mockery of Australian science teaching and throw open the door of science classes to similarly unscientific world views - be they astrology, spoon-bending, flat-earth cosmology or alien abductions - and crowd out the teaching of real science. | As Australian scientists and science educators, we are gravely concerned that so-called "intelligent design" (ID) might be taught in any school as a valid scientific alternative to evolution. While science is a work in progress, a vast and growing body of factual knowledge supports the hypothesis that biological complexity is the result of natural processes of evolution. [... Because ID does not meet any of the criteria that would mark it as a science,] We therefore urge all Australian governments and educators not to permit the teaching or promulgation of ID as science. To do so would make a mockery of Australian science teaching and throw open the door of science classes to similarly unscientific world views - be they astrology, spoon-bending, flat-earth cosmology or alien abductions - and crowd out the teaching of real science. | ||
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| + | === Georgia Science Teachers Association === | ||
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| + | This is an excerpt from their undated [http://www.georgiascienceteacher.org/position.htm#Evolution "Position Statement on the Teaching of Evolution]: | ||
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| + | Science is a method of explaining the natural world. It assumes the universe operates according to regularities and that through systematic investigation we can understand these regularities. Because the methodology of science is based on explanations that use empirical data, it cannot use supernatural causation in its explanations. Science has increased our knowledge because of this insistence on the search for data to explain natural processes. <br>[...]<br> | ||
| + | The Georgia Science Teachers Association supports the position that evolution is a major unifying concept of science and should be included as part of K-College science curricula and offers the following recommendations: [there follows 5 specific suggestions to teachers, administrators, and parents.] | ||
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