The threat from creationism to the rational teaching of biology

Most biologists outside the USA and a few other countries, like Australia and Canada, are under the impression that the threat to the teaching of biology represented by creationism does not concern them directly. This is unfortunately no longer true: the recent growth of creationism, especially in its pseudo-scientific manifestation known as "intelligent design", has been obvious in several countries of Western Europe, especially the UK, Germany and Poland, and it is beginning to be noticeable in Brazil, and maybe elsewhere in Latin America. The problem is complicated by the fact that there are not just two possibilities, evolution and creationism, because creationism comes in various incompatible varieties. Turkey is now a major source of creationist propaganda outside the USA, and is especially significant in relation to its influence on Muslim populations in Europe. The time for biologists to address the creationist threat is now.     

The Development of Sociobiology in Relation to Animal Behavior Studies, 1946–1975

This paper aims at bridging a gap between the history of American animal behavior studies and the history of sociobiology. In the post-war period, ecology, comparative psychology and ethology were all investigating animal societies, using different approaches ranging from fieldwork to laboratory studies. We argue that this disunity in “practices of place” (Kohler, Robert E. Landscapes & Labscapes: Exploring the Lab-Field Border in Biology. Chicago: University of Chicago Press, 2002) explains the attempts of dialogue between those three fields and early calls for unity through “sociobiology” by J. Paul Scott. In turn, tensions between the naturalist tradition and the rising reductionist approach in biology provide an original background for a history of Edward Wilson’s own version of sociobiology, much beyond the William Hamilton’s papers (Journal of Theoretical Biology 7: 1–16, 17–52, 1964) usually considered as its key antecedent. Naturalists were in a defensive position in the geography of the fields studying animal behavior, and in reaction were a driving force behind the various projects of synthesis called “sociobiology”.     

Culture and sociobiology

Sociobiological concepts are easily misapplied to human behavior because the latter is culturally as well as biologically organized. Because biological and cultural evolution are two linked but conceptually distinct processes, sociobiology is more readily applied to the evolution of cultural capacity than to contemporary cultural behavior. The extent to which the latter is consistent with sociobiological expectation must be determined empirically, although there are theoretical grounds for predicting a limited degree of concordance . [sociobiology, culture, evolution, reductionism, biosocial anthropology]     

Thirty two years of continuous assessment reveal first year university biology students in Australia are rapidly abandoning beliefs in theistic involvement in human origins

Background

For the past 32 years, we have polled first-year biology students annually at the University of New South Wales concerning their views about evolution and creationism. The purposes of the research were to identify the level of commitment among incoming students to creationist beliefs that could interfere with their receptivity to evolutionary science and to assess in retrospect whether these creationist beliefs were changing over time.

Results

The results have demonstrated a downward shift over time from 60% of the class in 1986 believing a god had something to do with the origin of humans, to 29% in 2017. Conversely, the percentage of students convinced that a god had nothing to do with the origin of humans rose from 25% in 1986 to 62% in 2017. The creationist belief that a god created the world de novo within the last 10,000 years declined from 10% in 1986 to 3.6% in 2017. The decline in the Australian students’ commitment to religious views about divine creation, especially creationism, considerably exceeded the corresponding beliefs among American students and their general public, where belief in creationism while slowly declining appears to have remained in the 40% range, four times that seen in our Australian survey.

Conclusions

The very low and declining levels of commitment to the creationist view that god created humans de novo suggests this view is unlikely to be a significant obstruction to accepting the scientific evidence for evolution. The results of the survey of UNSW students correlate with changes documented in the census of the general Australian public suggesting that our survey results of first-year biology students reflect overall changes in the Australian community as a whole.

     

Inclusive Fitness and Human Family Structure

The implications of sociobiology, and especially of "inclusive fitness" or "kin-selection" theory, to human family structures are explored. Kin-selection theory provides a model to formulate testable hypotheses predicting cooperation and conflict for categories of kinsmen; it also suggests an alternative way of looking at incest, endogamy, exogamy, rule of descent, and type of marriage in terms of such biological concepts as mating strategies, inclusive fitness, parental investment, and sexual dimorphism and bimaturism. [sociobiology, kin-selection theory, inclusive fitness, family structure, marriage]     

Rethinking the theoretical foundation of sociobiology

Current sociobiology is in theoretical disarray, with a diversity of frameworks that are poorly related to each other Part of the problem is a reluctance to revisit the pivotal events that took place during the 1960s, including the rejection of group selection and the development of alternative theoretical frameworks to explain the evolution of cooperative and altruistic behaviors. In this article, we take a "back to basics" approach, explaining what group selection is, why its rejection was regarded as so important, and how it has been revived based on a more careful formulation and subsequent research. Multilevel selection theory (including group selection) provides an elegant theoretical foundation for sociobiology in the future, once its turbulent past is appropriately understood.     

Lessons from the Social Psychology of Evolution Warfare: Good Science Alone is not Enough

American student acceptance of evolution is far from uniform, even when students experience instruction in the relevant scientific methods and data. But, excellent science teaching alone cannot be expected always to lead to rejecting creationism. Powerful psychological, social, and political forces are at work as well as pure pedagogy, and such forces are often implicated in the failure of students to accept evolution, especially human evolution. These forces are often sufficiently powerful to defeat even attempts to teach evolution that use the most effective science education methods. We end by urging increased activism on behalf of evolution education.     

Does Biology Constrain Culture?

Most social scientists would agree that the capacity for human culture was probably fashioned by natural selection, but they disagree about the implications of this supposition. Some believe that natural selection imposes important constraints on the ways in which culture can vary, while others believe that any such constraints must be negligible. This article employs a "thought experiment" to demonstrate that neither of these positions can be justified by appeal to general properties of culture or of evolution. Natural selection can produce mechanisms of cultural transmission that are neither adaptive nor consistent with the predictions of acultural evolutionary models (those ignoring cultural evolution). On the other hand, natural selection can also produce mechanisms of cultural transmission that are highly consistent with acultural models. Thus, neither side of the sociobiology debate is justified in dismissing the arguments of the other. Natural selection may impose significant constraints on some human behaviors, but negligible constraints on others. Models of simultaneous genetic/cultural evolution will be useful in identifying domains in which acultural evolutionary models are, and are not, likely to be useful.     

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses

College students whose recollections of their high school biology courses included creationism were significantly more likely to invoke creationism-based answers on questions derived from the Material Acceptance of the Theory of Evolution (MATE) instrument than were students whose recollections of their high school biology courses included evolution but not creationism. On average, students who were taught neither evolution nor creationism in their high school biology courses exhibited intermediary responses on the MATE instrument. These results suggest that (1) high school teachers’ treatments of evolution and creationism have a lasting impact and (2) the inclusion of creationism in high school biology courses increases the probability that students accept creationism and reject evolution when they arrive at college. These results are discussed relative to the impact of high school biology courses on students’ subsequent acceptance of evolution and creationism.     

God is in the Data: Epistemologies of Knowledge at the Creation Museum

In contemporary American public culture, interest groups increasingly mobilise social constructionist arguments in order to discredit strains of scientific knowledge. According to Latour [2004. Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30:225–48], the field of science studies has contributed to this trend by exposing the ways that scientific facts are socially mediated. In this article, I examine how a narrative of social construction is articulated in the Creation Museum, a young earth creationist museum in Northern Kentucky, USA. I compare the epistemology of science in the Creation Museum with that of conspiracy theory and of social constructionist science studies. I examine how, in the Creation Museum, social constructionist critique is combined with a framing of the Bible as a source of factual data. It is argued that science studies, conspiracy theory and creationism overlap in their critiques of the transparency and objectivity of science. However, they diverge in terms of the degree of recursivity they allow.     

Teaching evolution: challenging religious preconceptions

Teaching college students about the nature of science should not be a controversial exercise. College students are expected to distinguish between astronomy and astrology, chemistry and alchemy, evolution and creationism. In practice, however, the conflict between creationism and the nature of science may create controversy in the classroom, even walkouts, when the subject of evolution is raised. The authors have grappled with the meaning of such behaviors. They surveyed 538 students in a public, liberal arts college. Pre/post course surveys were analyzed to track changes in student responses to questions that were either consistent or inconsistent with the Theory of Evolution after a semester of instruction in a college biology or zoology course in which evolution was taught. Many students who were initially undecided about issues regarding evolution had shifted in their viewpoints by the end of the course. It was found that more education about the evidence for and the mechanics of evolutionary processes did not necessarily move students toward a scientific viewpoint. The authors also discovered a "wedge" effect among students who were undecided about questions pertaining to human ancestry at the beginning of the course. About half of these students shifted to a scientific viewpoint at the end of the course; the other half shifted toward agreement with statements consistent with creationism.     

Sociobiology and philosophical ethics: Narrowing the gap

Though there are good reasons for thinking that sociobiology is capable of contributing to the solution of one of the central problems of philosophical ethics, the problem of other-benefitting behaviour, philosophers have not welcomed the new discipline with open arms. This has been so for three reasons: it is said that sociobiology studies behaviour, and not its proximal causes, that sociobiology tells us about the evolutionary history of behaviour and not about its justification, and that sociobiology prescribes morally unacceptable ways of acting. I argue that the first of the objections is simply mistaken, and that when we realize this, the second loses some of its force. I also argue in favour of atwo-factor model of motivation with reason and the emotions engaged in a dialogue with each other concerning the morally relevant features of a given situation. This two-factor model helps us overcome the third objection above, namely to the morally unacceptable dictates of sociobiology, and also to weaken claims that sociobiology is committed to a lack of freedom of the will in human action. Broadly speaking, my argument suggest that the ethical framework most suited to accommodating sociobiological insights into human motivation is an Aristotelian structure.     

Scientific Creationism: An Exegesis for a Religious Doctrine

An exegesis of the seminal works of Henry M. Morris, Director of the Institute for Creation Research, clearly reveals that scientific creationism is a religious doctrine. It is a necessary dogma of the conservative evangelical's particular form of Christianity, is premised upon a literal interpretation of the Bible, and has as its purpose the defense of Jesus Christ as Lord and Savior. [scientific creationism, religion, evolution]     

Science as Ideology: The Rejection and Reception of Sociobiology in China

The spread of sociobiology in China is not simply an internal event in the development of science. From the day it was introduced to China, its destiny was closely bound up with the development and change of Chinese society. Although it did not create as great disturbance as in America, it did have a significant impact in academic circles. However, scholars have paid little attention to these historical events. Today, sociobiology seems outdated and Wilson's grand agenda seems to have faded with the passing of time, but the mark that he made on the history of science is still striking. A review of the process of reception of sociobiology in China is helpful for understanding this theory as well as the society of China.     

EVOLUTION AND CREATIONISM IN MIDDLE EASTERN EDUCATION: A NEW PERSPECTIVE

Statements made in a recent outcry against a creationist in the Israeli Ministry of Education starkly illuminated Western misconceptions about Iranian science education. These misconceptions are perpetuated not only among the general public but also within the international scientific community, where investigations of "Islamic creationism" often incorporate misleading assumptions regarding Islamic religious attitudes toward science as well as the nature of secularism in non‐Western states. In turn, these assumptions have led to superficial analyses that overly rely on state religiosity to explain the treatment of evolution in national science education. Therefore, a new framework accounting for local political and social circumstances is crucial and urgently needed to effectively analyze science education in the Middle East.     

Influence of Sociocultural Factors and Acceptance of Creationism in the Comprehension of Evolutionary Biology in Freshman Brazilian Students

The creationist movements in Brazil, although considered weak, are on the increase. The Brazilian legislation neither imposes any objection in teaching evolution nor obliges the teaching of creationism as an alternative to evolution in science classes. Furthermore, it allows the optional teaching of religion at schools. The aim of the present study was to evaluate the knowledge regarding biological evolution in freshman students from a Brazilian university. Such knowledge was related to sociocultural factors such as their parental education level, the type of high school the student graduated from (private or public school), their philosophical/religious position as well as the acceptance of creationism as an alternative to evolution. Among those factors, the latter two showed significant differences, in which the higher averages belonged both to the atheistic students and to those who do not accept creationism as an alternative to evolution.     

Creationist Teaching in School Science: A UK Perspective

The creation/evolution controversy in UK schools made headlines in the national press, on TV, and radio in 2002. Claims were made that creationism was being taught in schools. This article looks at the impact this controversy had on the UK government and how creationism is trying to gain ground in UK state schools by introducing students to Intelligent Design through promotional DVDs. Student attitude surveys eliciting views toward science and religion are examined. Concern is also expressed at how the teaching of evolution through standard textbooks may not deliver a persuasive case for evolutionary theory. The article concludes with a number of implications for researchers, teachers, and schools.

Still creationism after all these years: understanding and counteracting intelligent design

Despite denials by proponents of intelligent design (ID) thatID is creationism, critical analysis by scientists and scholars,as well as statements by the proponents of ID themselves, hasestablished beyond any doubt ID's true identity as neo-creationism.Despite de-emphasizing elements of earlier creationism suchas belief in a young earth and "flood geology," ID bears marksof its descent from "creation science" and is defined by itsleading proponents in overtly religious, and specifically Christian,terms. These facts enabled the plaintiffs in the first ID legalcase, Kitzmiller et al. v. Dover Area School District (2005),to win a decisive victory over the Dover, PA, school board,which had required that a pro-ID statement be read to biologystudents at Dover High School. Kitzmiller was also a defeatfor ID proponents at the Discovery Institute's Center for Scienceand Culture (CSC). Yet, although the CSC continues efforts toundermine the teaching of evolution even in the wake of thisdefeat, their tactics are increasingly stale and transparent.Their current strategy, disguising pro-ID policy proposals withcode language to avoid using the term "intelligent design,"is yet another tactic used by earlier creationists after consistentlegal defeats. Moreover, the ID movement's continued executionof their agenda has enabled ID critics to compile an ever-lengtheninglist of further congruencies between ID and creation science.Such powerful evidence of ID's identity as neo-creationism,combined with modest but promising demographic changes in theUnited States, suggest that increased public support for teachingevolution is possible through effective outreach to the relevantdemographic groups. Scientists must take advantage of this opportunityto cultivate such support and to counteract ID by engaging inpro-science activism, making use of the many resources availableto support their efforts.     

Tragedy of the commons among antibiotic resistance plasmids

As social interactions are increasingly recognized as important determinants of microbial fitness, sociobiology is being enlisted to better understand the evolution of clinically relevant microbes and, potentially, to influence their evolution to aid human health. Of special interest are situations in which there exists a "tragedy of the commons," where natural selection leads to a net reduction in fitness for all members of a population. Here, I demonstrate the existence of a tragedy of the commons among antibiotic resistance plasmids of bacteria. In serial transfer culture, plasmids evolved a greater ability to superinfect already-infected bacteria, increasing plasmid fitness when evolved genotypes were rare. Evolved plasmids, however, fell victim to their own success, reducing the density of their bacterial hosts when they became common and suffering reduced fitness through vertical transmission. Social interactions can thus be an important determinant of evolution for the molecular endosymbionts of bacteria. These results also identify an avenue of evolution that reduces proliferation of both antibiotic resistance genes and their bacterial hosts.     

European Christians are at the forefront in accepting evolution: results from an internet-based survey

Beliefs regarding the origins of the universe and life differ substantially between groups of people and are often particularly associated with religious worldviews. It is important to understand factors associated with evolution and creationism beliefs and unacceptance of scientific evidence for evolution. An internet-based survey was conducted to elicit information from people who self-identify as Christians, atheists, agnostics and other belief systems, as well as by geographical location and other demographic variables, on acceptance of evolution or creationism, certainty with which each position is believed, and reasons for rejecting the alternative. It was found that almost 60% of Christians believe in creationism and less than 10% believe in natural evolution. Worldwide, these proportions were relatively consistent across all locations except for in Europe. Among European Christians the majority of Christians believe in a form of evolution. It was found that the vast majority (87%) of Christians are 'absolutely certain' about their beliefs, compared with the minority of atheists and agnostics claiming 'absolute certainty'. Generally, reasons Christians did not accept evolution were based not on evidence but on religious doctrine. In contrast, the most common reason for not accepting the existence of a god by atheists who supported evolution was the lack of evidence. Innovative strategies may be required to communicate evolutionary science effectively to non-European Christians.