Statement on
Evolution and Creationism
The GSA supports
educating students in genetics
and consequently feels it
important to express its views
on the teaching of evolution in
elementary and secondary
schools. The GSA strongly
endorses such teaching, as
genetics and evolution are two
very closely interwoven
disciplines. In fact, evolution
might be summarized as
population genetics over time.
Some people have been opposed to
the teaching of evolution
because "it is only a theory."
Such opposition rests on a
mistaken understanding of what
defines a scientific theory. In
common usage "theory" means
"conjecture" or "speculation,"
whereas in scientific usage it
means a systematically organized
body of knowledge that explains
a large set of observations and
makes testable predictions.
Science operates
first by observation and then by
developing a hypothesis as a
preliminary explanation of the
data. A theory is a hypothesis
that has been subsequently
confirmed by abundant,
consistent data obtained from
tests of the hypothesis. For
example, the atomic theory
explains the behavior of
physical substances in terms of
the properties of elementary
particles (atoms) and their
combinations (molecules). This
theory accounts for so many
observations that it is accepted
as the basis for all of
chemistry.
The theory of
evolution by natural selection
is also such a confirmed
hypothesis, as developed through
the ongoing investigation and
understanding of many different
areas of biological, chemical,
physical and earth science. As
such, it is modifiable and
constantly refined as new
research and information come to
light. Without evolutionary
theory, we would be forced to
completely discard much of what
we understand about fields such
as genetics, botany, zoology,
paleontology, and anthropology.
"Scientific
creationism," "intelligent
design," and other terms have
been offered as alternative
explanations for past and
present biological processes.
However, these represent a
collection of beliefs usually
based on a literal
interpretation of religious
texts and are thus disguises for
religious doctrine, and not
scientific theories. They ignore
the empirical data around us and
fail to provide a testable
hypothesis. Consequently, since
no testable explanation for
biological history has been
provided by these alternative
views, they cannot be considered
scientific theories and should
not be part of school science
curricula. They are more
appropriate for courses in
literature, sociology, or
religion.
As evolution is
the only scientific theory to
explain the biological history
of life and as the GSA supports
the education of students in
genetics, the GSA hereby
endorses the teaching of the
facts and theory of evolution at
all levels, including in
elementary and secondary
schools.
For a more
complete discussion of science,
evolution, and creationism, see
the booklet "Science
and Creationism: A View from the
National Academy of Science."
Document
developed by GSA Board of
Directors, June, 2003. |