Teach the Controversy

I was one of those blissfully nerdy kids who fell in love with dinosaurs in the fourth grade and never outgrew it. In adulthood, people like me go to natural history museums, see Steven Spielberg movies and read the essays of the late paleontologist Stephen Jay Gould. That is usually enough to keep us happy. But a couple of weeks Read More ›

This article, published by The Seattle Times, quotes Discovery Institute Senior Fellow Stephen Meyer.

Three years ago, the Ohio Board of Education invited a small but influential Seattle think tank to debate the way evolution is taught in Ohio schools.

It was an opportunity for the Discovery Institute to promote its notion of intelligent design, the controversial idea that parts of life are so complex, they must have been designed by some intelligent agent.

Instead, leaders of the institute’s Center for Science and Culture decided on what they consider a compromise. Forget intelligent design, they argued, with its theological implications. Just require teachers to discuss evidence that refutes Charles Darwin’s theory of evolution, as well as what supports it.

They called it “teach the controversy,” and that’s become the institute’s rallying cry as a leader in the latest efforts to raise doubts about Darwin in school. Evolution controversies are brewing in eight school districts, half a dozen state legislatures, and three state boards of education, including the one in Kansas, which wrestled with the issue in 1999 as well.

“Why fight when you can have a fun discussion?” asks Stephen Meyer, the center’s director. The teach-the-controversy approach, he says, avoids “unnecessary constitutional fights” over the separation of church and state, yet also avoids teaching Darwin’s theories as dogma.

But what the center calls a compromise, most scientists call a creationist agenda that’s couched in the language of science.

There is no significant controversy to teach, they say.

“You’re lying to students if you tell them that scientists are debating whether evolution took place,” said Eugenie Scott, director of the National Center for Science Education, a nonprofit group that defends teaching of evolution in school.

The Discovery Institute, she said, is leading a public-relations campaign, not a scientific endeavor.

The Discovery Institute is one of the leading organizations working nationally to change how evolution is taught. It works as an adviser, resource and sometimes a critic with those who have similar views.

“There are a hundred ways to get this wrong,” says Meyer. “And only a few to get them right.”

Accurate teaching of evolution (along with the continuing debate) could be improved greatly by educating students about the important difference between microevolution and macroevolution. Microevolution refers to variation within a species. There is 100 percent consensus in this “fact of evolution,” as we see it every day in instances like the breeding of dogs and the creation of hybrid corn Read More ›

One of the most basic questions that children ask is, ”Where did we come from?” In science education policy, however, the more relevant question is, how do we best prepare our teachers to answer the student who inquires about our origins and the origin of other living things? The answer is at the heart of a contentious debate regarding the Read More ›

Click here to find out more about the “teach the contoversy” approach to science education. What should public schools teach about life’s origins? Should science educators teach only contemporary Darwinian theory, or not even mention it? Should school boards mandate that students learn about alternative theories? If so, which ones? Or should schools forbid discussion of all theories except neo-Darwinism? Read More ›

In their recent Opinion article in TREE1, Eugenie Scott and Glenn Branch argue that teaching students that there is a scientific controversy about the ‘validity of evolution’ is ‘scientifically inappropriate and pedagogically irresponsible’. In so doing, Branch and Scott assume that they have critiqued my position on the teaching of evolution. But they fail to define their terms and engage the Read More ›

NOTE: On Monday, 11 March 2002, Stephen Meyer and Jonathan Wells of the Discovery Institute submitted the following Bibliography of Supplementary Resources to the Ohio State Board of Education. These 44 scientific publications represent important lines of evidence and puzzles that any theory of evolution must confront, and that science teachers and students should be allowed to discuss when studying Read More ›

When students study Darwin’s theory of evolution, should they learn only about its strengths, or should they also hear about its weaknesses? And should they learn about the best current evidence for evolution, or should they study outdated examples that have been discredited by the scientific community? Those are the real issues Discovery Institute has raised with the Texas State Read More ›

After months of debate, the Ohio State Board of Education unanimously adopted science standards on Dec. 10 that require Ohio students to know “how scientists continue to investigate and critically analyze aspects of evolutionary theory.” Ohio thus becomes the first state to mandate that students learn not only scientific evidence that supports Darwin’s theory but also scientific evidence critical of Read More ›

An ECPA 2003 Gold Medallion Finalist! Phillip E. Johnson pries the lid off public debate about questions of ultimate concern — questions often suppressed by our society’s intellectual elite. Moving far beyond matters of creation and evolution, Johnson outlines the questions we all ought to be asking about the meaning of human history, the limits of scientific inquiry, religion and Read More ›