I became interested in evolution when I was first exposed to it as an undergraduate (my high school biology teacher did not mention evolution in his course). In subsequent years, as I learned more about biology, I began to understand what biologists mean when they say that evolution is the unifying theme of biology. At every turn, from paleontology to molecular biology, I saw the power of Charles Darwin’s theory – not just as a explanation of the past, but as a powerfully accurate predictor of what would be discovered (e.g., “fishapods” and fossils of two-legged snakes are recent examples). I still remember how awestruck I was when I learned of William Hamilton’s theory of kin selection as a way of applying Darwin’s theory to explain some instances of altruism. Today, I continue to be amazed by the power of Darwin’s theory. It is a magnificent, breathtaking idea.
I’m a science educator, and I want students to appreciate the power, wonder, and importance of science. Such an understanding can be enlightening; it can help a person make sense of our world. Moreover, our society is increasingly based on science and technology, and an understanding of science can help people make productive choices in their lives.
I want science teachers to be able to teach science, not superstitions. I strongly oppose the teaching of creationism (e.g., creation science, intelligent design) in science classes of public schools for a variety of reasons, including the facts that doing so is unlawful (Edwards v. Aguillard, McLean v. Arkansas Board of Education, Kitzmiller et al. v. Dover Area School District), as well as because creationism is religion, and not science. I’m not anti-religious – I simply want teachers to teach science, and creationism is not science. As a federal judge recently noted, “intelligent design is a religious view, a mere re-labeling of creationism, and not a scientific theory.” If biology teachers want to help students make sense of biology, they must focus on evolution – otherwise, biology is little more than memorizing terms and cutting up frogs. Unfortunately, almost one-third of Minnesota’s high school biology teachers do not emphasize evolution in their courses, usually because of religious and/or political reasons.
I’m proud to be a member of MnCSE.
Randy Moore