CONTROVERSY IN THE CLASSROOM: TEACHING PALEONTOLOGY IN A CULTURE THAT VIEWS EVOLUTION AND RELIGION AS INCOMPATIBLE

A common perception in American culture today is that science and religion are inherently incompatible. This view is popular in, but not restricted to, areas in which fundamentalist Christianity is common, such as the southern U.S. Many students perceive evolution as threatening to their religious faith, a view that is sometimes reinforced in paleontology classrooms. Yet science in general, and evolution and paleontology in particular, need not conflict with faith.

The potential for controversy is greatest in undergraduate courses that fulfill general science requirements (e.g., classes on historical geology, dinosaurs, prehistoric life). Compared to geology majors, students in these courses have weaker science backgrounds and, because they do not intend to major in science, have less incentive to examine without preconception topics that appear to threaten their faith. Yet it is crucial to ensure that such students are prepared to make informed decisions on public policy issues concerning the teaching of evolution, creationism, intelligent design, and related concepts.

Courses that avoid controversy by de-emphasizing evolution or discouraging student questioning will not help students reconcile issues of science and faith. I advocate an approach that welcomes questions from students and helps them realize that evolution and religion need not conflict. The Geological Society of America 2001 position statement on evolution provides a framework for discussion that focuses on: the nature of science, including how it differs from religion; the integral relation of evolution to all of science; the high degree of documentation of evolution and deep time; and the compatibility of evolution and many religious views. By including course content that addresses each of these ideas, controversy in the classroom can be defused. The position statement also provides a starting point for oral or written response by students, which can help them formulate their own views and will assure them that their religious beliefs are respected. Such an approach will prepare students to evaluate public policy issues regarding evolution and creationism knowledgeably and responsibly.