Scientific Experts and the Controversy About Teaching Creation/Evolution in the UK Press

Allgaier, Joachim

doi:10.1007/s11191-009-9195-5

Cited by 21 publications

(15 citation statements)

References 50 publications

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“…9 Some controversy also exists in the United Kingdom regarding the teaching of evolution. 10 Although the level of acceptance of evolution theory is generally higher in Western Europe than in the USA, special creationist ideas are widespread. 11 More Protestants who belong to non-mainstream denominations, as well as conservative Muslims, accept the theory of special creation compared with any other religious groups.…”

Section: Introductionmentioning

confidence: 99%

Creationist and evolutionist views of South African teachers with different religious affiliations

Stears¹,

Clément²,

Arthur³

et al. 2016

S. Afr. J. Sci.

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HOW TO CITE:Stears M, Clément P, James A, Dempster E. Creationist and evolutionist views of South African teachers with different religious affiliations. S Afr J Sci. 2016;112(5/6), Art. #2015-0226, 10 pages. http://dx.doi.org/10. 17159/ sajs.2016/20150226 Concerns have been raised in the scientific community that many teachers do not accept evolution as a scientific, testable phenomenon, and this is evident in their teaching. The non-acceptance of evolution theory is often heavily influenced by religious groups that endeavour to eliminate evolution from the curriculum. In South Africa, the inclusion of evolution in the curriculum is a recent event. This study focused on teachers' views of evolution in relation to their religious affiliations. A questionnaire was developed and was validated by the Biohead-Citizen Project, and was then administered to more than 300 South African teachers and student teachers. Equal numbers of pre-service and in-service teachers were sampled. The groups included equal numbers of biology, English, and generalist teachers at primary school level. The results showed differences between teachers from different religions with regard to their views of evolution. Among teachers who identified as agnostic or atheist, 17% held creationist views. Among teachers who identified as Protestant, other Christian, or Muslim, 70% held creationist views. This study also examined, for the first time, the views of teachers belonging to religions not included in previous research. Of these, only 25% of Hindus held creationist views. Fewer adherents of African Independent Churches held creationist views compared with teachers from traditional Protestant denominations; for example, only 30% of Zionist followers and 40% of Shembe followers held creationist views. This study adds important knowledge by including the views of teachers from religions not previously researched.

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Section: Introductionmentioning

confidence: 99%

Creationist and evolutionist views of South African teachers with different religious affiliations

Stears¹,

Clément²,

Arthur³

et al. 2016

S. Afr. J. Sci.

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show abstract

“…While opposition to the acceptance of biological evolution in the US is vocal and highly organized, the controversies over evolution are now also visible in other parts of the world -from South Korea (Kim & Nehm 2011) to the Netherlands (Koning 2006), the United Kingdom (Allgaier 2010) and throughout the European Union (Curry 2009, Blancke 2011. Recently, researchers have also begun to investigate the attitudes Muslims hold toward the theory of evolution, and if they share the opinions of other religious populations (BouJaoude et al 2011a;BouJaoude et al 2011b;Asghar & Alters 2007;Edis 2007).…”

Section: Introductionmentioning

confidence: 99%

Muslims and evolution: a study of Pakistani physicians in the United States

Everhart

Hameed

2013

Evo Edu Outreach

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This study investigated the views of Pakistani-American medical doctors regarding biological evolution. We used a mixed-methods approach, chiefly consisting of a short interview that presented evolution in the contexts of microbial, animal, and human evolution; evolution's acceptability or unacceptability to Muslims; and evolution's relevance to medicine. The participants were 23 doctors attending a convention in the United States. Fourteen participants accepted evolution, three rejected evolution, and six held other views. While a majority of participants indicated that they accepted evolution, a slightly smaller plurality accepted human evolution. A majority of participants, including some who did not wholly accept or reject evolution, thought that one could mutually accept evolution and also believe in Allah. Nearly every participant, including two who rejected evolution, thought that evolution was relevant to medicine. We find that participants assigned a plurality of meanings to the theory that depended on interactions between a participant's perception of religion, science, medicine, and a host of other cultural influences. This study is the first of a collection of studies carried out by the authors, who collected data with the same instrument in five other countries with significant populations of Muslim doctors and medical students.

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“…These several events have led to a growth in the science education literature examining creationism and/or intelligent design (Jones and Reiss, 2007; Allgaier, 2008; Hokayem and BouJaoude, 2008; Williams, 2008; Alexakos, 2009). Nor does the debate seem about to fade away.…”

Section: The Importance Of Creationism For Schoolsmentioning

confidence: 99%

How Should Creationism and Intelligent Design be Dealt with in the Classroom?

Reiß

2011

Journal of Philosophy of Education

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Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and possibly intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battle‐grounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden's epistemic criterion of the controversial and more recent responses to and defences of this. I then examine whether the notion of ‘worldviews’ in the context of creationism is a useful one by considering the film March of the Penguins. I conclude that the ‘worldviews’ perspective on creationism is useful for two reasons: first it indicates the difficulty of using the criterion of reason to decide whether an issue is controversial or not; secondly, it suggests that standard ways of addressing the diversity of student views in a science classroom may be inadequate. I close by examining the implications of this view for teaching in science lessons and elsewhere, for example in religious education lessons and citizenship lessons and at primary level where subject divisions cannot be made in so clear‐cut a manner.

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Scientific Experts and the Controversy About Teaching Creation/Evolution in the UK Press

Cited by 21 publications

References 50 publications

Creationist and evolutionist views of South African teachers with different religious affiliations

Creationist and evolutionist views of South African teachers with different religious affiliations

Muslims and evolution: a study of Pakistani physicians in the United States

How Should Creationism and Intelligent Design be Dealt with in the Classroom?

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