Statements on Teaching Evolution

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== Professional Societies ==
== Professional Societies ==
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=== American Anthropological Association ===
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From a lengthy [http://www.aaanet.org/stmts/evolution.htm "Statement on Evolution and Creationism"], adopted by the AAA Executive Board in
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April 2000, these brief opening paragraphs of "affirmation":
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<blockquote>
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Evolution is a basic component of many aspects of anthropology (including physical anthropology, archeology, cultural anthropology, and linguistics) and is a cornerstone of modern science, being central to biology, geology, and astronomy;
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<br><br>
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The principles of evolution have been tested repeatedly and found to be valid according to scientific criteria. Evolution should be part of the pre-college curriculum; it is the best scientific explanation of human and nonhuman biology and the key to understanding the origin and development of life;
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</blockquote>
=== American Association of Physics Teachers ===
=== American Association of Physics Teachers ===
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'Intelligent design' is not a scientific theory. [...] Scientific theories, like evolution, relativity and plate tectonics, are based on hypotheses that have survived extensive testing and repeated verification. [...] Ideas that are based on faith, including 'intelligent design,' operate in a different sphere and should not be confused with science.
'Intelligent design' is not a scientific theory. [...] Scientific theories, like evolution, relativity and plate tectonics, are based on hypotheses that have survived extensive testing and repeated verification. [...] Ideas that are based on faith, including 'intelligent design,' operate in a different sphere and should not be confused with science.
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=== American Institute of Biological Sciences ===
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The AIBS issued a press release on 5 August 2005, [http://www.aibs.org/position-statements/050805_aibs_criticizes_.html "Position Statements: AIBS Criticizes President's Statement on Intelligent Design"], which included the following:
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<blockquote>
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"Intelligent design is not a scientific theory and must not be taught in science classes," said AIBS president Dr. Marvalee Wake.... [...] The majority of biologists utilize the theory of evolution in their work on a daily basis. The scientific method requires generating hypotheses, testing the hypotheses with data, and drawing conclusions based on the data; this is the practice of scientists, including evolutionary biologists.
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</blockquote>
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The AIBS maintains a useful resource page, [http://www.aibs.org/public-policy/teaching_evolution.html "Policy Issues Related to Teaching Evolution"].
=== American Physical Society ===
=== American Physical Society ===
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<blockquote>
<blockquote>
The North American Benthological Society recognizes Biological Evolution, including common ancestry of life of earth, descent with modification, speciation through lineage splitting, and the mechanism of natural selection as facts supported by empirical evidence. Moreover, since evolution by natural selection is the central unifying theory of biology, we recognize the importance of incorporating evolution into ultimate causal explanations of ecological, biogeographical and physiological phenomena within aquatic ecosystems. We strongly endorse the teaching of evolution as science in schools.
The North American Benthological Society recognizes Biological Evolution, including common ancestry of life of earth, descent with modification, speciation through lineage splitting, and the mechanism of natural selection as facts supported by empirical evidence. Moreover, since evolution by natural selection is the central unifying theory of biology, we recognize the importance of incorporating evolution into ultimate causal explanations of ecological, biogeographical and physiological phenomena within aquatic ecosystems. We strongly endorse the teaching of evolution as science in schools.
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</blockquote>
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=== The Paleontological Society ===
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This excerpt is from The Paleontological Society's [http://www.paleosoc.org/evolutioncomplete.htm Position Statement on Evolution]:
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Evolution is an elegant theory that explains the history of life through geologic time; the diversity of living organisms, including their genetic, molecular, and physical similarities and differences; and the geographic distribution of organisms. Evolutionary principles are the foundation of all basic and applied biology and paleontology, from biodiversity studies to studies on the control of emerging diseases. [...] The evolution paradigm has withstood nearly 150 years of scrutiny. Although the existence of evolution has been confirmed many times, as a science evolutionary theory must continue to be open to testing. At this time, however, more fruitful inquiries address the tempo and mode of evolution, various processes involved in evolution, and driving factors for evolution. Through such inquiry, the unifying theory of evolution will become an even more powerful explanation for the history of life on Earth.
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<blockquote>
<blockquote>
For these reasons, the Society for Neuroscience categorically opposes the teaching of ID ["Intelligent Design"] in science classrooms. Further, the Society for Neuroscience emphatically supports the teaching of Evolutionary theory, as it is necessary for a valuable scientific education and for understanding of the diversity and origin of all living organisms.
For these reasons, the Society for Neuroscience categorically opposes the teaching of ID ["Intelligent Design"] in science classrooms. Further, the Society for Neuroscience emphatically supports the teaching of Evolutionary theory, as it is necessary for a valuable scientific education and for understanding of the diversity and origin of all living organisms.
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</blockquote>
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=== The Society for Organic Petrology ===
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The Society's council has voted its support of the American Geological Institute's statement on evolution [http://www.tsop.org/agievol.htm with these words]:
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Evolution is good science. Understanding evolution and the nature of science is important to society. The Society for Organic Petrology supports teaching evolution and the nature of science in our nation's classrooms, museums, and informal science centers.
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More details on "Project Steve" and the NCSE are in our entry for [[National Center for Science Education]].
More details on "Project Steve" and the NCSE are in our entry for [[National Center for Science Education]].
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=== National Conference on Teaching Evolution ===
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This statement is a model for professional societies, proposed as a "starting point" by the [http://www.ucmp.berkeley.edu/ncte/nctehome.html National Conference on Teaching Evolution] at which "representatives from over 45 scientific, educational, and media organizations gathered at the University of California at Berkeley, October 5-8, 2000 to develop strategies for improving public understanding of evolution":
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<blockquote>
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Evolution is good science. Understanding evolution and the nature of science is important to society. [Our society] supports teaching evolution and the nature of science in our nation's classrooms, museums, and informal science centers.
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</blockquote>
== Notes ==
== Notes ==

Revision as of 03:28, 8 October 2005

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