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 | "Nothing in biology makes sense except in the light of evolution." Theodosius Dobzhansky, "The American Biology Teacher" (1973). |
Source of this essay:
The following essay is based on many documents found on the Internet and in reference texts. Quotations are taken from a definition of evolution issued in 1997 by the National Association of Biology Teachers. The full statement is available online. 1 That statement was revised by the NABT from an earlier, 1995 statement. The 1997 version was subsequently endorsed by:
| The Society for the Study of Evolution, 1998-JUN. |
| The American Association of Physical Anthropologists, in 1998-JUL. |
Definitions:
| Evolution is "an unpredictable and natural process of temporal descent with genetic modification that is affected by natural selection, chance, historical contingencies and changing environments." Note that evolution is limited to plant and animal species. Its starting point is at the first life form -- a single celled animal. |
| Natural selection is the primary mechanism driving evolutionary change in species of plants and animals. It is caused by variations which exist within a species due to differences in the genetic makeup of its individual members. This causes some individuals to be more likely to thrive in a given environment, and to produce offspring like themselves. |
| Punctuated equilibrium is the concept that evolution did not happen at a slow steady rate, as Charles Darwin had assumed. Rather, new species typically develop very quickly within a small, peripheral group which is isolated from the main "tribe" and subjected to different evnironmental stressors. Thus, the fossil record shows long periods of relative stability of a given species. These periods were broken by short periods of rapid change. |
Common misunderstanding:
| Evolution's present scope includes:
Studies of the origin of the first life form, of the origin of the
earth, and the origin of the universe itself do not form part of the
theory of evolution. Such studies are pursued within different
scientific disciplines.
Strictly speaking, evolution belongs only in biology. | ||||||||||||||||
| Natural selection does not necessarily imply that new species evolve because some animals are more efficient killers. This is the "nature red in tooth and claw" concept. Natural selection simply implies survival of the fittest. Those those animals which are better able to reach maturity and propagate are favored. This may be as a result of animals having greater speed, better agility, greater intelligence, better cooperative skills, etc. |
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General considerations:
| "The diversity of life on earth is the outcome of evolution..." Extensive evidence of this is seen in the fossil record. |
| Evolution is driven by natural selection of which numerous examples exist, "both extant and extinct." |
| The earth is about 4.5 billion years old. Humans have been on earth for a miniscule percentage of that interval. |
| Evolution has no specific goal. |
| Radiometric and other analyses have been developed which permit the accurate dating of rock samples. |
Evolution and the scientific method:
| "...the processes of science are characterized by asking questions, proposing hypotheses, and designing empirical models and conceptual frameworks for research about natural events." |
| The term "theory" in science does not refer to a wild guess, as it does in normal usage. A scientific theory is a widely accepted belief, solidly based on evidence. |
| The scientific method is self-correcting. Scientists' understanding of evolution and its processes change as new evidence become available. |
| Evolution plays a central, unifying role in our understanding of nature. |
| Modern biologists accept that evolution happened; the fact of evolution is not widely debated. However, scientists do debate the "patterns, mechanisms and pace" of the evolutionary processes. |
| A study of evolution leads to new concepts for useful research. |
Evolution and religion:
| The scientific method "neither refutes nor supports the existence of a deity or deities." |
| Some scientists accept theistic evolution; others naturalistic evolution. |
| Creation science beliefs (a.k.a. scientific creationism, intelligent design, young earth theory, etc.) are non-scientific systems because they cannot be falsified. That is, their supporters cannot accept the possibility that their fundamental beliefs are false. |
| Supporters of creation science tend to start with a fixed belief system derived from a religious text, and attempt to support that belief by searching for compatible evidence. |
| Non-scientific beliefs should not be taught in the science classroom. |
Conflicts between evolution and creation science:
| Creation scientists often charge that evolution is impossible because it violates the second law of thermodynamics, which implies that ordered systems become disordered. That law only applies to isolated systems. Order can evolve from disorder if energy comes from an outside source, like the sun. |
| The modern concept of punctuated equilibrium does not negate evolution; it enlarges it. |
Teaching about origins:
| Evolution should be a recurrent theme " throughout biology textbooks and courses." |
| There need not be any conflict between a teacher's or a student's religious beliefs, and the teaching of scientists' conclusions about evolution. |
| Comparing religious beliefs with scientific theories does not play a role in the teaching of science. |
Reference:
- "Statement on teaching evolution," National Association of Biology Teachers, at: http://www.nabt.org/Evolution.htm
Copyright © 2000 by Ontario Consultants on Religious
Tolerance
Quotations taken from a statement copyrighted © 1997 by the National
Association of Biology Teachers.
Originally written: 2000-SEP-6
Latest update: 2005-AUG-30
Author: B.A. Robinson
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