4 reasons not teaching evolution in schools is immoral

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Whatever the finished product, there will always be someone who thinks something important has been missed or something unnecessary has been included.

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The Conversation

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https://theconversation.com/4-reasons-not-teaching-evolution-in-schools-is-immoral-208653

Retrieved on:

Monday, July 3, 2023

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Summary

Key Points:

Whatever the finished product, there will always be someone who thinks something important has been missed or something unnecessary has been included.
This is what happened in the recent redesign of the Australian Curriculum, for example, where the emphasis on Western civilisation became politicised.
Evolution, however, is a concept that underpins and integrates all facets of biological study.

The central role of evolution in biology

As evolutionary biologist Theodosius Zobzansky noted in the title of his seminal essay, Nothing in Biology Makes Sense Except in the Light of Evolution.
In terms of its simplicity and explanatory power, the theory of evolution by natural selection is arguably one of our most successful scientific achievements.
Because of evolution’s centrality to biology, its omission in any substantive course seems a matter of serious neglect.

Excluding evolution is a moral concern

Omitting evolution from educational curriculums isn’t just educationally fraught, it’s also a serious moral issue.
Morally speaking, at least four related points present themselves in favour of the inclusion of evolution in any biology curriculum.
Many scientists have been inspired towards their work by understanding the grand narrative of evolution, which provides a coherent and effective framework to understand biological systems and their relationships.
Intellectual honesty, integrity and a commitment to scientific truths An extended biology course that doesn’t contain evolution represents a promise made and broken.
To present something as scientific means it should embrace the methodologies and dispositions of scientific inquiry, including open-mindedness, scepticism and fallibility.

The bottom line

It is one that can be reasoned in a way that’s rationally accessible to others.
Education in a cosmopolitan world – in as much as it is social, collaborative and cooperative – should be characterised by morality and rationality.