Download Unit Overview - Faraday Schools

4c: Evolution and Creationism.
Unit overview/abstract
This unit seeks to give students and teachers an understanding of evolutionary
theory, both in its early forms and now the more modern versions of it. It will also
cover various reactions of Christians to creation and evolution; creationism
(literalism), progressive creationism and theistic evolution. The students will consider
the main issues and beliefs attached to different viewpoints:



Naturalistic Evolutionism: Evolution explains everything about the way the
world is and gets rid of the need for God.
Theistic Evolutionism: It is possible to believe in evolution and that God
created the world.
Creationism: A belief in a God who created the world means you can’t
believe in evolution.
The students will also examine the Scopes Monkey trial as an important case study
of the kind of debate that has taken place over philosophical issues concerning
creation and evolution
Learning Opportunities
Lesson 1,2. The students will examine evolution theory, both traditional and modern,
and prepare and then hold a debate on the questions surrounding these theories
regarding the existence of a creator God.
Lesson 3. Through ‘hot-seating’ activities the class will present and interrogate each
other on 3 different viewpoints about creation and evolution.
Lesson 4. Refining thinking about creation and evolution by preparing a presentation
for children of 7.
Lesson 5,6. Researching and preparing a role play based on characters involved in
the Scopes Monkey Trial.
Background information: (see also 3d – ‘Fundamentalism in Religion and Science’)
What is Evolution? (see Student Resource Sheet 1: Background – What is
Evolution?)
The development from a very basic state to a more complex one. In science, it is
used to describe the development of life from simple to complex organisms.
Science and Religion in School Project – Unit 4c: Evolution and Creation
Charles Darwin.
The credit for the modern theory of evolution rightly belongs to Charles Darwin. The
ideas began to form during his voyage on HMS Beagle, which circumnavigated the
world from 1831 to 1836. Darwin observed an amazing variety of animals and
wondered why animals existed in Australia and nowhere else and why, on the
Galapagos islands, God should create distinct birds and tortoises to inhabit the
various islands. He saw similarities between fossil bones excavated and modern
forms of the same creatures and noted the adaptation of animals to their
environments.
It was eight years later that Darwin wrote to Sir Joseph Hooker about his
revolutionary idea, " At last gleams of light have come, and I am almost convinced
(quite contrary to the opinion I started with) that species are not (it is like confessing
to murder) immutable’ ( i.e. not subject to change.). In our world, population
outstrips the food supply, leading to famine, disease and bitter fighting over the
limited amount of food. We see this in less economically developed countries today.
There was a similar struggle for existence in the natural world, and he concluded
that, under certain circumstances favourable characteristics would tend to be
preserved and unfavourable ones destroyed. The result of this would be the
formation of a new species.
Darwin had, he believed, “...at last got a theory by which to work; but I was so
anxious to avoid prejudice, that I determined not for some time to write even the
briefest sketch of it.” In 1858, the day after his son had died from scarlet fever and
his daughter was dangerously ill and he, himself, was ill and depressed, a letter
came from the naturalist Alfred Wallace with a manuscript that gave a virtually
identical account of evolution to that of Darwin himself. Being an honest man Darwin
wrote to Charles Lyell (author of ‘Principles of Geology’ and a friend of Darwin’s) in
desperation. “But as I had not intended to publish my sketch, can I do so
honourably, because Wallace has sent me an outline of his doctrine? I would far
rather burn my whole book than that he or any other man should think that I have
behaved in a paltry spirit. Do you think his having sent me this sketch ties my
hands? ...” Darwin’s friends decided that both authors' papers should be read
together at the prestigious Linnean Society on the 1st July 1858.
‘The Origin of Species.’
Charles Darwin published ‘The Origin of Species’ in 1859, in which he gave a mass of
evidence to support what he called his “one long argument” for natural selection.
This was based on three premises:
(1) All animals and plants tend to vary from each other and some variations are
inherited.
(2) Because there is a rapid reproduction and intensive competition for food
many individuals die (Malthus' principle)
(3) Those plants and animals that survive pass on their selective advantage to
their offspring.
Science and Religion in School Project – Unit 4c: Evolution and Creation
Modern Evolutionary Theory
(see Student Resource Sheet 2 - Modern Evolutionary Theory)
‘New Synthesis’. This argues that random mutations (changes) in the genes
provide the abundant variation, which natural selection could choose from. The
genetic changes can be inherited and thus form the basis of change.
The New Synthesis is dependent upon an understanding of genetics. Genes are the
basic units which are found in the chromosomes, the thread-like structures in the
nucleus of a cell. Humans have 23 pairs of chromosomes, which are identical except
in the male, where there is a Y chromosome that determines ‘maleness’, whereas in
females there are two identical X chromosomes. Each gene is made up of a length of
DNA (deoxyribonucleic acid), which consists of four nucleic acid bases which are
responsible for making amino-acids, the basic building blocks of life. Evolutionary
changes are transmitted genetically from one generation to another.
Darwin was concerned with the origin of species. Species are usually defined as a
group that will interbreed, but will not breed with another species. Darwin’s
observations have been generally confirmed. New species arise as a result of barriers
to reproduction. These barriers can be geographical isolation, differences in size or
differences in the times of mating. It is sometimes possible to trace a complete ring
of small changes in a group that result in a new species. This is the case with the
herring gull. Its appearance changes from that of the typical herring gull in Canada
to a species resembling the black-backed gull in Siberia. Where the species meet in
the middle (Europe) they do not interbreed.
Evolution has not been a steady progression from simple to complex, but rather of
expansion and destruction. The geological record presents a series of expansions or
radiation of life forms followed by mass extinctions, such as 96% of marine species
in the late Permian and the final passing of the dinosaurs in the late Cretaceous (65
million years ago)
Evolution and Creationism
(see Student Resource Sheet 3 Background – Evolution and Creationism)
Creationists - fundamentalist Christians who believe that the world was created in
six days about six thousand years ago and who are usually opposed to evolution.
‘Fundamentalist’ was applied to a group of conservative scholars who wrote a
series of booklets in the early twentieth century to defend the ‘fundamentals’ of the
Christian faith. They were not necessarily opposed to evolution. The origin of the
creationist movement has its roots in America in the 1920s when the United States
was changing from a nation of farmers to one of city dwellers. Modern education was
blamed for turning people away from God and the apparent increase in immorality.
The idea of the ‘survival of the fittest’, which was applied socially, was thought to
account for the changes in society. Many in the United States reacted negatively to
modernity and sought to return to fundamentalist Christian ways. They often blamed
the teaching and content of evolution for the ills of society. One manifestation of this
anti-intellectualism was the so-called ‘Monkey Trial’ on John Scopes in 1925.
Science and Religion in School Project – Unit 4c: Evolution and Creation
The Creationist Thesis.
(1) Creationists claim that the features of the earth were formed in one week of
seven days. On the first day the earth’s core was rendered ready for the
introduction of life and on the second the troposphere (the Biblical firmament)
was put in place. The third day saw the birth of some of the mountains (others
were created by the Flood) and the distortion of the earth's crust causing dry
land to appear. The sun and the moon were not created until the fourth day so
that the light energy that bathed the earth on the first day did not come from the
sun. Sea creatures and birds were created on the fifth day and land animals and
man on the sixth day.
(2) They adopt the ‘appearance of age’ view first put forward by the Christian
naturalist Philip Gosse, a contemporary of Charles Darwin. Gosse argued that if
God created the world as it is then it would have been created with the
appearance of age. Thus on each day whatever was created would appear
mature; the rocks would appear to be much older than they are, plants would
have been created with all the necessary chemicals to begin photosynthesis and
man (Adam) would have been created an adult with the ability to walk and talk
even though he had not learned how to do these. Nature is a cyclical process and
life must begin somewhere in the circle. Each created being was introduced by
God at some point within that circle. Thus Adam when he was created was
actually zero years old, but he appeared to be older, say thirty years, and from
that moment onwards he lived in real time.
(3) Creationists believe that fossils are the remains of creatures, which perished in
Noah’s Flood. This ‘Flood Geology’ is fraught with problems. If water covered the
entire globe then where did it all come from? Did Noah literally take onto the Ark
two of every kind of animal that could not withstand the Flood? They claim that
prior to the Flood there was a water canopy that surrounded the earth which
gave uniform warm temperatures that accounted for the long lives attributed to
people at that time both in the Bible and in other ancient literature. The bursting
of this canopy released an immense amount of water which was accompanied by
subterranean volcanic eruptions that were responsible for the igneous and
metamorphic rocks that later formed. Sedimentary rocks resulted from the
deposition of material carried along by the flood waters. They believe that there
were up to 35,000 animals on the Ark, which according to the Biblical data would
have a deck area of some 96,000 square feet. All the animals conveniently
migrated towards the Ark and hibernated while on board during the year of the
Flood. But detailed analysis of the whole scenario makes it an impossibility. The
water canopy was supposed to increase the volume of water in the oceans by
thirty percent. This means that it would have occupied 75 million cubic miles and
would have raised the atmospheric pressure to 970 pounds per square inch and
the temperature to 265 degrees centigrade. It has also been calculated that the
effect of the subterranean eruptions would be to raise the water temperature to
2,700 degrees centigrade which would melt the pitch on the Ark and cook all who
were on it. Besides which there are far too many fossils to be accounted for by
the Flood. The fossilised animals would represent over two thousand to the acre
and it is estimated that just the fossilised shellfish, if they were resurrected and
placed on the Earth's surface, would cover the entire planet to a depth of half a
metre.
(4) Did man live alongside dinosaurs? - Creationists have claimed to have discovered
contemporary tracks of human and dinosaurs. The fossilised impressions are of
dinosaur tracks and what look like human footprints, which are about half a
metre long. Whitcomb and Morris believed they were made by the ‘giants’ that
Science and Religion in School Project – Unit 4c: Evolution and Creation
lived at the time of Noah (Genesis 6.4.) The footprints are too far apart to have
been made by humans but do fit in with what we know about the stride of threetoed dinosaurs, which walked upright. Creationists have now admitted they these
were probably not human footprints.
Can Evolution and Creation be compatible?
(see Student Resource Sheet 4 Can Evolution and Creation be compatible?)
Creationists do not represent the majority of Christians. Many Christians are
prepared to accept that a belief in God as the creator does not necessarily exclude a
belief in the theory of evolution. Some Christians, like the writer Charles Kingsley,
were theistic evolutionists. A God who made a world that could make itself, he
believed, was more worthy of worship than one whose creation was fixed from the
outset.
The Case for Theistic Evolution.
Professor Keith Ward has made a case for theistic evolution in his book, God,
Chance and Necessity (Oxford, One World 1996). It can be summarised as follows:
(1) Darwinian natural selection claims that it can account for all the facts, including
the emergence of conscious life forms, without recourse to God.
(2) It is admitted (by Dawkins among others) that large mutations vastly decrease
the chances of survival in an organism and wholly random mutations would
completely undermine cumulative selection.
(3) Natural selection doesn’t make the emergence of conscious life inevitable as
gravitation makes certain physical effects inevitable. In fact consciousness, with
the introduction of pain on reproduction, could have an adverse effect on
survival.
(4) Natural selection doesn’t make any particular evolutionary pathway more
probable than another, but suggests that only if all the conditions are right then
conscious beings will arise. This is consistent with God creating these necessary
conditions.
(5) For the Darwinian there is no way of knowing what will survive or which way
evolution will go.
(6) Darwin saw nature as a battlefield with higher animals emerging from famine
and death, but also as an interconnecting web of relationships, adapted to one
another and developing into a complex harmony. In fact the two are related. If
the process is goal-directed (i.e. designed) but not deterministic, then the best
way to achieve this is to have a random element and apparent waste.
(7) For atheists, like Dawkins, mutations are random mistakes carrying no bias
towards improvement. All improvement must come from the cumulative effect of
natural selection. The mutations which were preserved could only be those that
would aid the organism’s efficiency and reproduction. However, if this process
was overseen by a designer, then mutations would be preserved with a specific
goal in mind.
(8) For the emergence of a community of conscious free beings it is necessary to
have the non-deterministic processes of nature. In such a world, God could allow
for responses to continual change without determining the actual outcome.
(9) Dawkins admitted that consciousness is one of the greatest mysteries in modern
biology. The most reasonable explanation of consciousness, according to Ward,
is in terms of purpose, which is best explained on a theistic basis.
Science and Religion in School Project – Unit 4c: Evolution and Creation
(10) For Darwin, Dawkins and other evolutionists the existence of evil and
apparent waste in nature is an argument against theistic evolution. Why would a
good God allow such things? Might the answer not be that these are the
necessary conditions for the development of self-awareness and conscious
relationships and that their existence is justified because the ultimate goal is
worthwhile? A rational being might choose sensual pleasure and excitement that
entails the risk of suffering, but would not knowingly choose a course which he
knew would lead to endless pain.
The Future Path of Evolution.
With the rise of conscious human beings, evolution took on a new face. Man could
now adapt his own environment. He was no longer totally subject to the forces of
nature and natural selection, although he is still prey to disease. However, even here
advances in medicine allow him to combat some diseases and to prolong life. He can
also choose to keep the weak alive or eliminate them. With the advent of genetic
engineering he has been able to alter the genetic structure and therefore determine
some evolutionary trends both in the world of nature by genetic modifications and
within the human species itself. Mankind has the power to change environments and
preserve, or more often than not, destroy species of animals and plants in the way
that natural disasters did in the past. We are now in a position to ‘play God’ in
shaping and altering the course of nature itself. These choices pose moral problems
which are dealt with elsewhere in this project (see The Human Genome Project and
Ethical Issues).
Key Quotations
“Many species once formed never undergo any further change ..., and the periods,
during which species have undergone modification, though long as measured by
years, have probably been short in comparison with the periods during which they
retain the same form.” Charles Darwin ‘The Origin of Species’
“The Darwinian worldview happens to be true …(and) is the only known theory that
could, in principle, solve the mystery of our existence.” Richard Dawkins “The Blind
Watchmaker” (London), Longmans, 1986
“The hypothesis of a God provides a simplifying and unifying description of the
reality that improves on the ‘package’ acceptance of a list of laws and initial
conditions. The laws of physics may be only able to take us so far, and we could then
seek a deeper level of explanation … personally I feel more comfortable with a
deeper level of explanation than the laws of physics”. Professor Paul Davies ”The
Mind of God”. (London: Simon and Schuster 1992) 189.)
“ Scientific Creationism is not just wrong: it is ludicrously implausible. It is a
grotesque parody of human thought and a downright misuse of human intelligence.
In short, to the Believer, it is an insult to God ... (Scientific Creationists) pull every
trick in the book to justify their position. Indeed, at times, they verge right over into
the downright dishonest.” (M.Ruse Darwinism Defended, Reading, Mass. AddisonWesley 1982, p.303)
“ … the creation scientists do not advocate creationism in the general sense of any
belief in a divine creator or even the more limited sense of creation by the God of
Science and Religion in School Project – Unit 4c: Evolution and Creation
scripture, rather they defend only one view of creation, that the earth was created in
six 24-hour days and is only some thousands of years old." (G.M.Marsden, Creation
versus evolution: no middle way, Nature 305 (1983) 571-574)
“One can be a Christian and an evolutionist, just as one can be a Christian thief, or a
Christian adulterer or a Christian liar.” (H.M.Morris, King of Creation, San Diego
Christian Literature Press)
“Recent creationists (i.e. those who believe in a young earth) … by partial and
selective quotations, by disregarding context, and by ignoring the great mass of
evidence that does not suit them, they build up a picture of modern science that is
altogether misleading.” (Alan Hayward, Creation and Evolution, London SPCK 1985,
203) Alan Hayward is a Christian who believes in creation but rejects creationism.
“I admire, as all biologists must, the immense scientific labours of Charles Darwin
and his lifelong, single-minded devotion to his theory of evolution … But I am not
satisfied that Darwin proved his point of that his influence in scientific and public
thinking has been beneficial.” (W.R.Thompson in his introduction to the 1928
Everyman’s edition of Origin of Species’p.vii)
“Suppose we measure the power of a scientific theory as a ratio: how much it
explains divided by how much it needs to assume in order to do the explaining. By
this criterion, Darwin’s theory of evolution by natural selection is second to none.
Think of what it explains … the form, diversity, and apparently designed complexity
of and elegance of all living things, not only on this planet but probably wherever in
the universe organised complexity may be found.”
(Richard Dawkins in his
introduction to the 2003 Everyman edition of the Origin of Species ix)
“Evolution as a fact has the same status as the fact that the Earth is round and not
flat (though people can be found to call either ‘mere theories’). It is Darwin who
conclusively showed to the world that evolution is true.” (Dawkins, ibid xxix)
“The results of two generations of this evolutionary indoctrination have been
devastating … if the child if led to believe he is merely an evolved beast, the man will
behave as a beast, either aggressively struggling for supremacy himself or blindly
following aggressive leaders... Evolutionary teaching is not only harmful
sociologically, but is false scientifically and historically.” (H.M.Morris (a creationist
writer) King of Creation, San Diego Creation Life 1980 iii)
“The history of life is a story of massive removal followed by differentiation within a
few surviving stocks, not the tale of steadily increasing excellence, complexity and
diversity” (Stephen Gould, Wonderful World, London Hutchinson Radius 1990, 25.
“There is grandeur in this view, with its several powers, having been originally
breathed into a few forms or into one.” (Charles Darwin in the last paragraph of The
Origin from 2nd edition onwards)
Science and Religion in School Project – Unit 4c: Evolution and Creation
Aims of the topic
At the end of the topic most students will





Know the definitions of the key terms in the theories of evolution and
creation.
Know the main stages in the development of the theory of evolution.
Think about the philosophical issues that are raised by the different
theories of creation and evolution.
Empathise with different view points on these issues.
Understand the different reasons and beliefs attached to various creation
theories.
Some will not have progressed as far but will




Define some of the key terms in the theories of evolution and creation
Know something of the development of the theory of evolution
Explain different view points on the questions raised by these theories.
Outline briefly the different theories.
Others will have progressed further and will




Use key terms in giving explanations of the theories of evolution and
creation.
Research some of the key figures in the development of the theory of
evolution.
Explain in depth the beliefs attached to the various creation theories.
Formulate balanced and well considered judgements on the philosophical
issues raised by the different theories of evolution and creation.
Key Questions





Does evolution theory give us a total explanation to the mystery of our
existence?
Is it possible to believe in evolution and creation?
Has the development of the theory of evolution got rid of the need for
God?
Do either evolution or creation theories give us answers to the problem of
the existence of evil?
Could the process of natural selection have been put in place by a loving
God?
Science and Religion in School Project – Unit 4c: Evolution and Creation
Learning Objectives







To study the various theories of evolution and creation.
Research beliefs attached to different theories of creation and evolution.
To explain the key terms linked to these theories.
To take part in debates/discussions about the philosophical issues raised by
the various theories of creation and evolution
Consider different issues concerning biblical interpretation
Present these complex ideas to much younger children.
Take part in a role play of the key characters involved in the Scopes Monkey
trial.
Learning Outcomes





Be able to explain how the theory of evolution has developed.
Be able to describe, and answer questions about, different viewpoints in the
evolution and creation debate
Be able to discuss the philosophical issues raised by the various theories of
evolution and creation.
Have completed a presentation for much younger children about the main
theories about of creation and evolution.
Have formulated balanced views of their own on these theories while showing
empathy with different view.
Science and Religion in School Project – Unit 4c: Evolution and Creation
Resources










Student Resource
Student Resource
Student Resource
Student Resource
Student Resource
Student Resource
Student Resource
Student Resource
Powerpoint
Student Resource
Sheet
Sheet
Sheet
Sheet
Sheet
Sheet
Sheet
Sheet
Sheet
1
1[LA]
2
2[LA]
3
3[LA]
4
4[LA]
What is evolution?
What is Evolution?
Modern Evolutionary theory
Modern Evolutionary Theory.
Evolution and Creationism
Evolution and Creationism
Can Evolution and creation be compatible?
Can Evolution and creation be compatible?
Evolutionary Theory
Monkey Trial
(see also 3d – ‘Fundamentalism in Religion and Science’)
Books
Poole, Mike ‘A guide to Science and Belief’ (Lion Publishing 1997)
Midgley, Mary ‘Science as Salvation’ (Routledge 1992)
Barbour, Ian ‘When Science meets Religion’ (SPCK)
Polkinghorne, John ‘Belief in God in an age of Science’ (Yale University Press 1998)
Polkinghorne, John ‘Science and Christian Belief’ (SPCK 1994)
Creationist Books.
Gish Duane Evolution: the Fossils Still Say No!, El Cajon Institute for Creation
Research 1985
Mitchell Colin The Case for Creationism, Grantham Autumn House 1994
Morris H.M. Scientific Creationism, San Diego Creation-Life Publishers 1974
Whitcomb J.C. and Morris H.M. The Genesis Flood, Philadelphia Presbyterian and
Reform Publishing 1961
Books Critical of Creationism (Christian)
Berry R.J. God and Evolution, London Hodder 1988
Hayward Alan Creation and Evolution, London SPCK 1985
Johnson Michael Genesis, Geology and Catastrophism, Exeter Paternoster 1988
Moreland J.P. (ed) The Creation Hypothesis, Downers Grove IVP 1994
Spanner Douglas Biblical Creation and the Theory of Evolution, Exeter Paternoster 1987
Young D.A. Christianity and the Age of the Earth, Grand Rapids Zondervan 1982
Books Critical of Creationism (Not specifically Christian)
Futuyma Douglas Science on Trial, Sunderland MA, Sinauer 1995
Ruse M. Darwinism Defended, Reading Mass. Addison-Wesley 1982
Ruse M. Taking Darwin Seriously Oxford Blackwell 1986
Books about Charles Darwin and the theory of evolution
Charles Darwin The Origin of Species (various editions)
The most recent and accessible are:
Charles Darwin The Origin of Species. London: Penguin Books 1968 (Ist edition
1859)
Charles Darwin The Origin of Species and the Voyage of the Beagle. London
Everyman’s Library 2003 (2nd edition of original)
Science and Religion in School Project – Unit 4c: Evolution and Creation
Barrow J.D. and Tipler F.J The Anthropic Cosmological Principle Oxford OUP 1986
Berry R.J. God and Evolution London Hodder 1988.
Blackmore V. and Page A. Evolution: The Great Debate Oxford Lion 1989.
Dawkins R. The Blind Watchmaker London Longman 1986
Dawkins R. The Selfish Gene Oxford OUP 1989
Denton M Evolution: A Theory in Crisis London Burnett 1985
Gould Stephen Jay (ed) The Book of Life. London Ebury Hutchinson 1993
Hardy A. Darwin and the Spirit of Man. London Collins 1984
Thompson Mel. Religion and Science London Hodder 2000
Ward K. God, Chance and Necessity Oxford One World 1996
Whitfield Philip The Natural History of Evolution London BCA 1993.
Websites














http://www.talkorigins.org
http://users.mstar2.net (This site enables the reader to access many other
relevant sites as well as numerous journals relating to science. It also gives
an annual update on evolutionary topics in selected journals.)
http://users.mstar2.net (gateway site)
http://www.talkorigins.org
http://www.icr.org (creationist)
www.starcourse.org/jcp/religion.html text of John Polkinghorne’s lecture
‘Religion in an age of Science’
On the Scope monkey trial: Scopes trial home page-UMKC School of Law
www.law.umkc.edu/faculty/projects/ftrials/scopes.htm Contains silent film
clips which give a sense of how hot and crowded it was along with good basic
information.
http://xroads.virginia.edu/~UG97/inherit/1925home.html - Readable
summary
American Experience Monkey Trial
www.pbs.org/wgbh/amex/monkeytrial - Includes six songs inspired by the
trial with delightful recordings of such classics as “monkey business” and a
video clip of inside the courthouse.
The Scopes “Monkey Trial” or “A 1925 Media Circus” http://www.dimensional.com/~randl/scopes.htm
Press quotes and an extract of the interchange between Darrow and Bryan
The Monkey Trial - http://www.history1900s.about.com/cs/monkeytrial photos of some of the key players and cartoons.
Science and Religion in School Project – Unit 4c: Evolution and Creation