Creationism in the Classroom: A Controversy with Serious Consequences

Rejecting Darwinian Evolution: The Effects of Education, Church Tradition, and Individual Theological Stance among UK Churchgoers

“…On the one hand, some people have perceived the teaching of Darwinian evolution in school as a threat that undermines religious belief. The famous Scopes Money Trial (Larson [1997(Larson [ ] 2006, and more recent debates about the place of creationism in the science curriculum (Baker 2010;Berkman and Plutzer 2010) are predicated on the idea that children and adults may be influenced by what they are taught through formal education. Giving equal status in science lessons to Creationist explanations of the origin of species is thought to be a way of allowing pupils to make their own minds up on the issue, so that some who would otherwise accept Darwinian evolution as the only possible explanation might consider biblical accounts of creation instead.…”

A Catholic curriculum for the twenty-first century?

“…Although these campaigns have for the most part proved unsuccessful, they have brought unprecedented levels of attention to the content of learning and teaching in religious schools. Every seeming deviation from the norms of liberal education in whatever area of the timetable can be seized upon as evidence of reaction, irrationalism and sectarianism Á with, in Britain, the angry allegations of so-called 'Creationist biology teaching' levelled at a number of English Evangelical schools affording the most public locus for such controversy (Allgaier and Hollman 2006;Baker 2010).…”

The Impact of Life Philosophy and Major Field of Study on Brazilian Students’ Knowledge of Biological Evolution

“…Although the cornerstone for the Life Sciences, ET is still misunderstood by students and the general public (Johnson & Lark, 2018 ), and its principles and foundations are the target of dispute, mainly because of conflicts with religious beliefs (Abrantes & Almeida, 2006 ; Oleques et al, 2011 ). Indeed, the creationist speech is suggested as the main reason for the biased teaching–learning process and comprehension of ET (Baker, 2010 , 2013 ; Berkman & Plutzer, 2010 ).…”