Creationists continue to agitate against the teaching of evolution in public schools, adapting their tactics to match the roadblocks they encounter.
Past strategies have included portraying creationism as a credible alternative to evolution and disguising it under the name “intelligent design.”
Other tactics misrepresent evolution as scientifically controversial and pretend that advocates for teaching creationism are defending academic freedom.
Professors routinely give advice to students but usually while their charges are still in school. Arthur Landy, a distinguished professor of molecular and cell biology and biochemistry at Brown University, recently decided, however, that he had to remind a former premed student of his that “without evolution, modern biology, including medicine and biotechnology, wouldn’t make sense.”
The sentiment was not original with Landy, of course. Thirty-six years ago geneticist Theodosius Dobzhansky, a major contributor to the foundations of modern evolutionary theory, famously told the readers of The American Biology Teacher that “nothing in biology makes sense, except in the light of evolution.” Back then, Dobzhansky was encouraging biology teachers to present evolution to their pupils in spite of religiously motivated opposition. Now, however, Landy was addressing Bobby Jindal—the governor of the state of Louisiana—on whose desk the latest antievolution bill, the so-called Louisiana Science Education Act, was sitting, awaiting his signature.
Remembering Jindal as a good student in his genetics class, Landy hoped that the governor would recall the scientific importance of evolution to biology and medicine. Joining Landy in his opposition to the bill were the American Institute of Biological Sciences, which warned that “Louisiana will undoubtedly be thrust into the national spotlight as a state that pursues politics over science and education,” and the American Association for the Advancement of Science, which told Jindal that the law would “unleash an assault against scientific integrity.” Earlier, the National Association of Biology Teachers had urged the legislature to defeat the bill, pleading “that the state of Louisiana not allow its science curriculum to be weakened by encouraging the utilization of supplemental materials produced for the sole purpose of confusing students about the nature of science.”
But all these protests were of no avail. On June 26, 2008, the governor’s office announced that Jindal had signed the Louisiana Science Education Act into law. Why all the fuss? On its face, the law looks innocuous: it directs the state board of education to “allow and assist teachers, principals, and other school administrators to create and foster an environment within public elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied,” which includes providing “support and guidance for teachers regarding effective ways to help students understand, analyze, critique, and objectively review scientific theories being studied.” What’s not to like? Aren’t critical thinking, logical analysis, and open and objective discussion exactly what science education aims to promote?
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As always in the contentious history of evolution education in the U.S., the devil is in the details. The law explicitly targets evolution, which is unsurprising—for lurking in the background of the law is creationism, the rejection of a scientific explanation of the history of life in favor of a supernatural account involving a personal creator. Indeed, to mutate Dobzhansky’s dictum, nothing about the Louisiana law makes sense except in the light of creationism.
Creationism’s EvolutionCreationists have long battled against the teaching of evolution in U.S. public schools, and their strategies have evolved in reaction to legal setbacks. In the 1920s they attempted to ban the teaching of evolution outright, with laws such as Tennessee’s Butler Act, under which teacher John T. Scopes was prosecuted in 1925. It was not until 1968 that such laws were ruled to be unconstitutional, in the Supreme Court case Epperson v. Arkansas. No longer able to keep evolution out of the science classrooms of the public schools, creationists began to portray creationism as a scientifically credible alternative, dubbing it creation science or scientific creationism. By the early 1980s legislation calling for equal time for creation science had been introduced in no fewer than 27 states, including Louisiana. There, in 1981, the legislature passed the Balanced Treatment for Creation-Science and Evolution-Science in Public School Instruction Act, which required teachers to teach creation science if they taught evolution.