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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