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Is There a Political Argument for Teaching Evolution?
Taner EdisDepartment of Physics Truman State University
Trondheim 2
US Creationism, Feb 2012
• Indiana, Senate Bill 89: “The governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science, within the school corporation.”
• Alabama, Oklahoma, New Hampshire, …
• All failed, or will fail. But they will be back.
2012
Trondheim 3
Popular, but limited
• Large public support. (Gallup since 1980: 45% YEC, 45% guided evolution, 10% naturalistic evolution.)
• Creationism and ID unacceptable in intellectual high culture.
• Little penetration into public education (informal, private).
2012
Trondheim 4
Islamic Creationism
• “Harun Yahya” materials: Turkish origin, but internationally popular.
• Denies common descent.
• In part, borrows from Christian creationists.
2012
Trondheim 5
Successful anti-evolution
• Present in public education.• Some acceptance in
intellectual high culture.• Even stronger popular,
religious opposition.
2012
Trondheim 6
Deplorable situation?
• Scientists + left/liberal opposition to creationism.
• Should give students best knowledge, determined by proper experts.
• Public interest: prepare students for modern, national citizenship.
2012
Trondheim 7
Conservative resistance
• Favor local, organic, religious communities; markets.
• “Expertise” = bureaucracy, elite impositions.
• Public education should be shaped by democratic, populist concerns.
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Politics of evolution education
• US: liberal dominance in education. (Weakening.)
• Turkey: conservative populism triumphant.
• Iran, Pakistan: common descent in textbooks, protected by notions of divine guidance, limitations.
2012
Trondheim 9
Why teach evolution?
• Can’t rely on common secular liberal outlook. (Maybe in Europe?)
• Appeal to common material interests? Harm science harm economy?
• Religious conservatives often love technology.
2012
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Need science literacy?
• For democratic decision-making and knowledge economy.
• Problems: Science education is too resource-intensive. We encourage deference to experts. Liberal bias…?
2012
Trondheim 11
Need STEM professionals?
• Problems: No need for broad-based science education?
• Basic science ≠ technology. Need applied science. (Islamic countries, US.)
• Culture of applied science more conservative, religious. Includes creationism.
2012
Trondheim 12
Biomedical handicap?
• Prospects for medical and biotechnological development.
• Problems: “Evolutionary medicine” undeveloped. Medical schools don’t see need for evolution. Many doctors creationists.
2012
Trondheim 13
Technology corporations?
• Will high-tech businesses avoid environments where science is not respected?
• Dubious: Silicon Valley notorious for New Age. Indian middle class and Indian astrology etc.
• Minor issue at best.2012
Trondheim 14
Costs of basic science
• Often costly to support without direct economic benefits. (Astronomy, evolutionary biology, …)
• Costly in education.• Imposes steep cultural
costs on conservative religious communities.
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Evolution is disruptive
• Globally, conservative religious rejection of Darwinian evolution indicates cultural disruptiveness.
• Social and political cost of interfering with religion is high.
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Trondheim 16
Liberal impasse
• Liberal appeals to national-scale expertise are unpersuasive outside of a secular liberal constituency.
• Difficulty with imposing secular liberal views by means of public education. Undemocratic? Coercive?
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Trondheim 17
Pseudoscience as protection
• Creationism or guided-evolution views allow affirmation of technology, modernity, and many traditional beliefs.
• Politically and socially, a low-cost, low-conflict solution?
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Trondheim 18
Compromising science
• Scientific institutions, when conflicting with religions, cannot always claim a privileged political position.
• Politically, compromising science education can be rational. US & Turkey show such circumstances.
2012