Discuss why evolution should be taught. Discuss biological evolution as a central component to science curriculum.

Knowledge of science and technology is more associated with familiarity of the content of science and technology rather than the processes, nature, and limits of these disciplines. In addition, the ongoing controversies around the teaching of evolution and more recent challenges to teaching and learning about the science of climate change, other "controversial topics," and to science in general may broadly reflect the public’s and policymakers' lack of understanding about how science works. This symposium will explore these issues by examining the importance of integrating the nature and process of science into the content of undergraduate courses in science and by sharing strategies for effectively doing so.

Dr. Scott is a discussant in this Symposium

As well as biological data, evolutionary theory is critically dependent on various Earth science disciplines, such as geochronology, paleoenvironmental analysis, sedimentology, paleoceanography, and others. This symposium reviews how geologic events and conditions have influenced the course of evolution, how geochronology confirms the timing and rates of evolutionary change, and how paleoenvironmental inference reveals the modes and consequences of evolution within those environments. Plate tectonics, mountain building, volcanism, extraterrestrial impacts, ocean overturns, and environmental change through time all play significant roles in the history of life. Age dating provides critical temporal evidence for these events. Each talk will have an education component that will address current issues arising from Earth science information that can be used in teaching the broader basis for evolution. A discussion with the speakers and the audience led by Eugenie Scott will summarize and draw conclusions about how evolution relies on the latest information from geology as well as other sciences. Biologic evolution is solidly based on good science in general and Earth sciences in particular.

Organizer: Jere H. Lipps

Discussant: Eugenie C. Scott

Speakers:

Samuel Bowring
Geochronology and Evolution

Brian R. Pratt
Paleoenvironments and Evolution

Jere H. Lipps
Geology and Evolution: Partners in Science

It is well known that the teaching of evolution in North America often generates headline-making social controversy due to vocal opposition from Christian fundamentalists. Although individual adherents may hold varying opinions on evolution, the mainstream Protestant denominations and the Catholic hierarchy have long accepted evolution and find it to be compatible with their faith. But for Christians who remain creationists, a major stumbling block appears to be their inability to reconcile evolution with a strictly literal interpretation of Genesis. Given the current trend of increasing conservatism in parts of the Islamic world, the potential for the growth of antievolutionism among Muslims is alarmingly high. Yet there are many cultural differences among the various Islamic countries, so as is the case with the different Christian denominations, we would anticipate variations in how evolution is perceived and presented in science classrooms in Islamic countries.

Participants in the symposium have studied how evolution is taught in a variety of countries across the Islamic world, and have indeed found both differences and similarities in how evolution is thought about and taught about in Muslim cultures. They have also illuminated parallels and key contrasts with the evolution education struggles of the West.