Truth in Science

Where do we come from? This question has more implications for your child's learning than perhaps any other. The answer will affect his or her attitude towards themselves and others. Its implications will influence their ideas about morality, culture and God.

It is essential for the education and development of our children that they are taught about origins in a truthful and balanced manner, especially in science lessons where material is presented to them as fact.

Unfortunately, many educators and textbooks give very one-sided teaching on origins, and are highly intolerant of alternatives. They teach the evolution of all life from simple chemicals by a purposeless, blind process as scientific fact. They dismiss all alternatives as non-scientific and unsupported by evidence.

In reality, many scientists know that what is taught about evolution in schools is over-simplistic and often out-of-date. Some scientists have themselves rejected this theory of the purposeless evolution of life and no longer hold it to be true.

These scientists are usually ignored and children are taught that evolution is an indisputable fact. Some textbooks do mention creationism as an alternative explanation for origins, but present it as a straw man which is out-dated and easy to disprove.

At the present time, many UK educators are encouraging the teaching of scientific arguments as good practice in science lessons. No analysis of arguments in science would be complete without reference to the current controversy over the evidence for neo-Darwinian evolution.

Teaching on origins has many implications for society, culture and religion. Both Darwinists and Darwin-doubters admit that theories of origins have enormous moral and ethical implications. Many prominent advocates of Darwinism, such as Richard Dawkins, Steve Jones and Lewis Wolpert, are 'distinguished supporters of humanism' (according to the British Humanist Association). Anyone doubting this should read Richard Dawkins' latest book: The God Delusion.

Philosopher Michael Ruse and biologist Edward Wilson give a Darwinist view of morality when they write: 'Morality or, more strictly, our belief in morality, is merely an adaptation put in place to further our reproductive ends....' (Ruse, M. and Wilson, E., 1985).

In response, physicist and Anglican minister, Rodney Holder pertinently asks: 'Why should I love my neighbour, or go out of my way to help him? Rather, why should I not get everything I can for myself, trampling on whoever gets in my way? After all, I am nothing but a 'gene survival machine', and my sole purpose is to propagate my own genes. The best we can do can be to come to some kind of agreement in our mutual interest along utilitarian lines to live in peace, but if it suits us we shall be free to break any such agreement. Our behaviour could degenerate to that which we see in the animal world - after all, we are just animals anyway' .

What your child is taught at school about origins may profoundly affect his or her attitudes and future life. Are you aware of what your child is being taught, and have you ever discussed this with his or her science teacher? Does your school take a fair and balanced approach to the teaching of origins in science?

Using this website, if you know the textbooks your child is using and the board who sets his or her examinations, you can find out exactly what he or she is likely to be learning in science lessons. You can also find essays on the main evidences for evolution that your child may be taught. We hope that you may find these useful as you oversee the education of your child.

If you wish to improve science education at your child's school, please point teachers towards this website. You may also wish to discuss with your school's Head of Science a free resource pack sent to them by TiS in September 2006.