Is There a Political Argument for Teaching Evolution? Taner Edis Department of Physics Truman State University.

Is There a Political Argument for Teaching Evolution?

Taner EdisDepartment of Physics Truman State University

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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.

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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).

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Islamic Creationism

• “Harun Yahya” materials: Turkish origin, but internationally popular.

• Denies common descent.

• In part, borrows from Christian creationists.

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Successful anti-evolution

• Present in public education.• Some acceptance in

intellectual high culture.• Even stronger popular,

religious opposition.

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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.

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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.

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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.

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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…?

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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.

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Biomedical handicap?

• Prospects for medical and biotechnological development.

• Problems: “Evolutionary medicine” undeveloped. Medical schools don’t see need for evolution. Many doctors creationists.

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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

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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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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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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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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.

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