Welcome to Truth in Science
Welcome to Truth in Science, an organisation promoting good science education in the UK. Our initial focus is on the origin of life and its diversity.
For many years, much of what has been taught in school science lessons about the origin of the living world has been dogmatic and imbalanced. The theory of Darwinian evolution has been presented as scientifically uncontroversial and the only credible explanation of origins. This is despite the National Curriculum which stated until recently:
Pupils should be taught…
how scientific controversies can arise from different ways of interpreting empirical evidence (for example, Darwin's theory of evolution)The National Curriculum for Key Stage 4 Science (Sc1: Scientific enquiry)
Few schools have taught this controversy. This is partly because many popular textbooks present Darwinism as the only scientific theory of origins and give little coverage to alternative theories, sometimes misrepresenting them.
GCSE Science Specifications in September 2006 gave a fresh opportunity to reconsider what is taught about origins in science lessons. These specifications place an emphasis on students understanding 'How Science Works'. This concept is explained as follows by the Edexcel Examination Board:
In an Ipsos MORI Poll carried out in January 2006 for BBC Horizon , 41% of the respondents thought that Intelligent Design Theory should be taught in school science classes, and 44% believed that Creationism Theory should be taught. An Opinionpanel Research Survey in July 2006 found that 30% of University Students in the UK believe in creation or intelligent design.
How Science Works is primarily about helping students to engage with and challenge the science they meet in everyday life. Students need to adopt a critical, questioning frame of mind, going ‘behind the scenes’ to understand the workings of science and how it impacts on society and their lives.
We consider that it is time for students to be permitted to adopt a critical approach to Darwinism in science lessons. They should be given fair and accurate presentations of alternative views.
In an Ipsos MORI Poll carried out in January 2006 for BBC Horizon , 41% of the respondents thought that Intelligent Design Theory should be taught in school science classes, and 44% believed that Creationism Theory should be taught. An Opinionpanel Research Survey in July 2006 found that 30% of University Students in the UK believe in creation or intelligent design.
There is a modern controversy over Darwin's theory of evolution and the neo-Darwinian synthesis, and this has considerable social, spiritual, moral and ethical implications. Truth in Science promotes the critical examination of Darwinism in schools, as an important component of science education.
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It is wrong that any debate, especially on so momentous a subject as the origin of species, and the human race above all, should be arbitrarily declared to be closed.
Paul Johnson (The Spectator, 27 August 2005)
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