Creation scientists answer back

Letter calls for alternatives to be taught

A group of 27 creationist scientists has written to the education secretary arguing against any narrowing of England's school science curriculum to focus on Darwinian evolution.

Their letter is in response to a previous letter from 36 academics, expressing alarm that creationism theory - the Biblical account of the origins of life - was being taught in schools.

That letter sought a tightening up of the curriculum to prevent creation stories being presented as anything but myth.

The row began with reports that a leading school - Emmanuel City Technology College in Gateshead - was teaching creationism.

'Unproven'

The latest letter argues for the teaching of alternative theories in science.

"We find it most inappropriate that some well-meaning scientists have given the impression that there can only be one scientific view concerning origins," the group says.

"By doing so they are going way beyond the limits of empirical science which has to recognise, at the very least, severe limitations concerning origins.

"No one has proved experimentally the idea that large variations can emerge from simpler life forms in an unbroken ascendancy to man.

"A large body of scientific evidence in biology, geology and chemistry, as well as the fundamentals of information theory, strongly suggest that evolution is not the best scientific model to fit the data that we observe."

Surprise

The group's spokesman is Andy McIntosh, professor of thermodynamics and combustion theory at the University of Leeds and author of Genesis for Today, a book about the modern relevance of the Biblical book of Genesis.

"My colleagues and I want schools to teach children how to think, not what to think," Dr McIntosh said.

"I am surprised that other scientists would only support teaching and learning in Darwinian evolution.

"Education should be analytical not dogmatic, particularly when dealing with science."

In March, the then chief inspector of schools, Mike Tomlinson, asked the chairman of the governors at Emmanuel for clarification of the school's policy on science teaching and for samples of children's work.

A spokesperson for the inspectorate, Ofsted, has confirmed that the school has replied.

She said the new chief inspector, David Bell, had not yet had time to consider the issue.

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The letter to the Education Secretary, Estelle Morris

Teaching of Origins in Schools

The undersigned academics, scientists and educationists are deeply concerned that the reasonable position taken by the QCA in National Curriculum science and by Ofsted concerning the teaching of origins at secondary level has been challenged. (We write as a group of individuals and consequently the views expressed do not necessarily represent the view of those organisations with which we are associated).

The National Curriculum requires that Darwinian evolution is put across as the dominant scientific theory but also requires that pupils are taught "how scientific controversies can result from different ways of interpreting empirical data". Science should be taught with the critical appraisal of alternative theories. Such debate concerning opposing theories provides rigour in scientific method and contributes to the development of critical thinking by pupils.

We find it most inappropriate that some well-meaning scientists have given the impression that there can only be one scientific view concerning origins. By doing so they are going way beyond the limits of empirical science which has to recognise, at the very least, severe limitations concerning origins. No one has proved experimentally the idea that large variations can emerge from simpler life forms in an unbroken ascendancy to man. A large body of scientific evidence in biology, geology and chemistry, as well as the fundamentals of information theory, strongly suggest that evolution is not the best scientific model to fit the data that we observe.

We ask therefore that, where schools so choose, you ensure an open and honest approach to this subject under the National Curriculum, at the same time ensuring that the necessary criteria are maintained to deliver a rigorous education.