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Greatest danger is social results of evolution theory, educator contends.
By Bonnie Pritchett
TEXAN Correspondent
The debate over teaching evolution in public schools did not end with the closing gavel of the famed 1925 Scopes trial. Parents, scientists, and outspoken advocates on both sides of the issue still clamor for their say, even more so lately. Christian educators in the public sector are left to reconcile the presentation of evolutionary theory with their own beliefs on life’s origins.
Although Texas teachers are told what to teach, there is some flexibility within the classroom for how subjects are taught, teachers the TEXAN interviewed said. It is within these parameters that Christian educators are able to present controversial subjects–such as Darwin’s Theory of Evolution–and have a significant influence on the discussion.
Texas public school teachers create lesson plans based on a myriad of criteria. First, and most pressing, is the Texas Essential Knowledge and Skills (TEKS) created by the Texas Education Agency (TEA). This list mandates what is taught on each grade level–kindergarten through 12th grade. Each school district may then create guidelines by which these TEKS will be implemented. For some school districts, each campus may vary in how the subjects are addressed, in accordance with the specific educational nuances of each campus.
An examination of the science portion of TEKS does not reveal any overt mandates to teach Darwin’s theory. Children in third grade are introduced to the concept of scientific processes. TEKS states: “The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information…”
Debbie Ratcliffe, TEA communications director, said the addition of the phrase “teaching the strengths and weaknesses” of a theory has gone a long way to quell some of the fervor over the presentation of Darwin’s theory. The most obvious mention of evolution is in the area of eighth-grade and high school biological sciences. The intermediate grade studies include at least 11 different disciplines, one of which is “biological evolution.”
“That’s the most direct one I think you’ll find,” Ratcliffe said. Other disciplines require students to “research and analyze scientific empirical data on the estimated age of the universe; and the historical development of the Big Bang Theory.” In the field of geology students must “research and describe the origin of fossil fuels such as coal, oil, and natural gas.”
Although TEKS require certain subjects be taught, Ratcliffe said the teachers are not told how to teach the material. So, depending on the predisposition of the teacher, the discussion of evolution in all science disciplines can be as broad or narrow as the teacher allows. Ratcliffe said the agency has had hours of debates over the issue of evolution and the inclusion of the scientific theories surrounding creationism. The TEKS standards are scheduled for a review and update, she said, beginning with math. “Science has not even been calendared.”
When asked about how they address the theory of evolution in the classroom, Christian public school teachers, in general, reported they have a great deal of leeway in how they present the issue. They all teach evolutionary theory because it is required and, some added, because it is the prevailing thought in today’s scientific community and the students need to know it.
High school science teacher Mike Shofner defined the term that has stirred so much debate. Shofner, who teaches integrated physics and chemistry and ninth-grade biology at Clear Brook High School in the Clear Creek Independent School District and anatomy and physiology to freshmen and sophomores at San Jacinto Junior College, said there are two main concepts introduced with the discussion of evolution. “Natural selection” and “survival of the fittest” are phrases most often attributed to Darwin and his studies. Shofner said Darwin’s observations and records emphasized the dynamic nature of living organisms in their natural environment and reinforced the idea of microevolution–a concept already understood by Darwin and his contemporaries. This aspect of evolution, Shofner said, is a study of the changes within a species, or adaptation.
“I don’t see a problem with microevolution,” Shofner said. “Most Christians don’t see a problem with it.” Recent discoveries within this field of study show bacteria changing and becoming more resistant to antibiotics and insects developing resistance to commonly used pesticides. Because the study of microevolution is observable–a primary step in the scientific process–it can be proven.
For Shofner, knowing such intricate details of biology just reinforces his belief that God created everything. “To me, it adds a lot to the awe.”
Where Darwin went astray, Shofner contends, was when he took the concept of microevolution and expounded upon it to an illogical extreme–to the idea of evolutionary adaptations so profound, over such a long period of time that a creature ultimately changes into a brand new species. Such a process is called macroevolution.
This is the idea, often referred to as evolution, that many Christians find offensive and contrary to God’s word concerning the origins of man. Texas educators must teach the theory but many Christian teachers encourage discussion within their classrooms and offer opposing opinions and theories.
“I taught the scientific basis for both systems [evolution and creation] as sources of origin. The evidence is abundantly clear to anyone who will honestly consider the data on it’s own merit,” said Garrett Starr, an honors biology and biology 1 teacher in the Abilene ISD for 10 years. He now serves as pastor of discipleship at South Side Baptist Church.
As a student teacher at Marshall High School in the Marshall ISD, Wes Mansfield said he had to teach the concepts of the “Big Bang Theory, primordial soup–life from chemicals, and life began from other solar systems.” And just for good measure he threw in creationism.
“I explained ideas and theories behind each one,” said Mansfield, who is in his first year as a science teacher at Clute Intermediate, Lake Jackson ISD. “I told the students up front that there are so many different ideas on this, the only way to truly understand is to look at the facts, what is important to you, and make a judgement for yourself based on what you feel is right.”
“Because of that statement,” he added, “it opened up an opportunity for them to ask me what I believed was right. And when they did, I had a right to answer. I told them I believed in creationism, in a higher being–God. Some schools you can get away with talking about God, but other places you can’t.”
Fifth-grade science teacher Michelle Lee said Darwinian evolution is not specifically addressed in the grade school scope and sequence, but the concept does crop up at times in miscellaneous handouts, science videos, or other texts. When it does arise, she said her students are quick to pick up on it. The idea of one species changing into another is foreign and, for literal-minded young people, an absurd concept.
Lee said an example from a recent class handout stated something to the effect that a fish evolved from mud. When asked by her students about the text, Lee said she responded with a question of her own, “Is mud alive?” The students replied, “No,” and immediately understood her inference that living things do not come from substances that have no life. Lee said she is frank with her students about her beliefs. “I obviously don’t believe [evolution]. I think you can express that in the classroom without crossing legal boundaries.”
Lee said she does not introduce her religious ideas into the discussion to make her students believe what she does but to let them know why she thinks the way she does. Young leaners, she asserted, should not be shielded from controversial ideas such as evolution, but they need to be taught how to think critically for themselves.
That classroom strategy is shared by fellow grade school teacher Vicki Ashby. “I try to keep their minds wondering by presenting all theories, but I answer the questions that I know for sure and help them understand that these are just theories because God created all this.”
Ashby, who teaches fifth-grade science at I.W. Evans Elementary, in the Bonham ISD, added, “Our curriculum does present a little bit about the big bang theory. …I try to present many theories to them and help them understand exactly what a theory is-it’s a hypothesis or an educated guess.”
Without being able to create a controlled experiment to test and prove a theory, it remains just that, a theory. But contends Shofner, evolutionary thought has moved beyond mere theory in scientific circles and presented as fact in scientific writings, textbooks, and the popular media.
Though textbooks may teach specifically about the Darwinian theory only briefly, 20-year veteran of the high school science classroom, Make Ashby, said the concept is pervasive throughout the text. “The books that we had for biology were written with evolutionary trends. It is believed by most scientists. The writers believed it, obviously, so it had to be in the text.”
But, ultimately it comes down to the teacher and how much he will or will not emphasize the subject. Ashby recalled fellow students in his college days sold on the idea of evolution and committing to teach solely that theory. Ashby said he just taught what was required and moved on.
For 30 years Shofner has presented the idea of macroevolution at it is, a theory. He said his concern with the idea of Darwinian evolution is not with the reality that it is taught as fact, that it is contrary to God’s revelation of creation, or even that it is taught at all. Shofner believes the fundamental underpinnings of the theory–man evolving from basically nothing and evolving into a more intricate and far more superior being–have pervaded social ideals.
He said, “A person needs to understand evolution in the same way people understand communism. Communism had an enormous impact on society. In the same way, evolution has had a powerful impact on society. If a person ignores evolution they lose perspective on how we got here. …The idea of biological evolution has given rise to the idea of societal evolution.”
Shofner noted that Darwin and Karl Marx were contemporaries. Marx’s ideas about man being able to better himself and society without God were not too far removed from Darwin’s theories on the rise of man, he pointed out.
Michelle Lee said children should not be taught in a religious vacuum. Religious ideas have been the driving force in the creation of societies, laws, and even scientific discoveries. “You cannot take religion out of teaching.” she said.
Each of the teachers either openly or subtly let their students know their personal be beliefs regarding Darwinian evolution and ultimately, the personal faith in God.
“I try to be very open with my students and listen to them about their beliefs and let them understand my belief system about the concept of evolution,” said Paula Kinslow, advanced placement biology and anatomy and physiology teacher at Cooper High School in the Abilene ISD.
In creating an open forum for discussion within the classroom, the teachers said their students are comfortable asking them personal questions outside of class time. Mansfield, a newcomer to the teaching profession, said, “If they are interested and they want to know, you can address it. Anytime a student wants to come up on his or her own time and ask you, you can talk to them.”
