Evolution Versus Creationism: A matter of acceptance versus belief

Abstract

Scientists are often challenged about their 'belief' in evolution. Many creationists try to convince people that evolution is more of a 'faith-based' position or belief system than 'real science'. This article examines the notion of acceptance versus belief and the relationship between knowledge, understanding and belief. It argues that adopting the acceptance of evolution over belief in evolution will help teachers deal with the challenges that inevitably arise in lessons on evolution in high school. Studies in philosophy show beliefs are often held without evidence, may be illogical and are difficult to change. Acceptance of a scientific explanation for a natural phenomenon, however, is based on evidence and allows for a change in disposition should new evidence come to light. With this in mind, removing the idea of 'belief' in evolution and talking about acceptance provides a sensible way to manage talk of creationism versus evolution, if and when it arises in the classroom.

Scientific aptitude better explains poor responses to teaching of evolution than psychological conflicts

“…Second, a robust understanding of the difference between evidence-based and belief-centred assertions of understanding may be crucial for helping students understand the difference between science and non-science. In this context emphasis in the classroom on evidence-based acceptance of evolution, rather than "belief" in evolution may be a subtle but important route 18 .…”

“…N.B. for the distinction between belief and acceptance 18 see Supplementary note 1. Does then aptitude or psychological conflict best predict student responses to teaching of contentious subjects?…”

Insights Into the Diversity of Attitudes Concerning Evolution and Creation: A Multidimensional Approach

“…Additionally, the question of whether the instrument should be applied to samples other than teachers in the United States is debated (Wagler & Wagler, ). This situation is further aggravated by the fact that references to both “acceptance” and “rejection” of evolutionary theory are problematic because people might conflate “acceptance” with “belief,” despite epistemological differences between the two constructs (cf., Smith & Siegel, ; Southerland, Sinatra, & Matthews, ; Williams, ).…”

Shaping Educational Approaches for Tanzanian Students

“…By drawing upon these uncertainties, instructors may be able to uncover how to best relate scientific principles in ways that address those areas where undergraduates are undecided. With regard to biological evolution, a useful insight is to think of science education having a knowledge and understanding of evolution that leads to an 'acceptance of', rather than 'belief in' evolution, as the explanation for the evidence [72]. With this, there is no need to challenge religious beliefs.…”