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Index to Creationist Claims,  edited by Mark Isaak,    Copyright © 2004
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Claim CA042:

Evolution does not need to be taught in science classes. The important parts of biology, such as how organisms function, how they are classified, and how they interact with one another, do not depend on evolution.


  1. Biology without evolution is natural history, not biology. There is a great deal of important information in natural history that should be taught, but evolution is the unifying idea that ties it all together, allowing one not only to know the facts but to understand them and to know where the facts come from. Teaching biology without evolution would be like teaching chemistry without the periodic table of the elements.

  2. To quote an anonymous writer to (June 15, 2003 feedback):
    Evolution matters because science matters, and too many people (including some presidents) are willing to believe that science is something you can pick and choose from, with "good" science being anything that supports your own views and "bad" science being anything that doesn't. Physicists are great guys because they say nothing to offend us, biologists are mad scientists leading us down the path to perdition with their genetic meddling, evolutionists are self-delusional fools, and anyone studying environmental science is a left-wing tree-hugging extremist whose sole goal is to destroy the American economy and lead us to one-world government. If scientists in a given discipline argue about any conclusion, whoever says what you want to hear is the right one. Too many people can't accept that although scientists are not perfect, and do make mistakes (sometimes whoppers), science isn't something you can pick through like a buffet, accepting only what is to your "taste" and designating the rest inedible. If people feel free to reject the science of evolution, they feel free to reject any science on no better grounds. Whether my students accept evolution may have little direct effect on my future. Whether they understand biology, ecology, environmental geology (water is a big issue in my community), and other subjects and can make informed decisions regarding scientific issues does matter. If they feel free to reject evolution as part of a "buffet" approach to science, their other choices will be no better informed.


Dobzhansky, Theodosius, 1973. Nothing in biology makes sense except in the light of evolution. The American Biology Teacher 35: 125-129. or or
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created 2003-6-18