A.  EVOLUTION, CREATIONISM AND EDUCATION

 

For the purpose of this statement, creatlonism is characterised. by a belief in the divine creation of living things; a belief that plant and animal species as we know them were created do novo rather then evolving from simpler species. While not of itself a religion, the creation movement has its roots in religious beliefs, in particular in the belief that the description of the origins of life on earth contained in the Old Testament of the Christian Bible is literally true.

 For years there has been contention between this view of the origin of species and the theory of evolution. While the two views are in competition. they are in a sense not alternatives In that rational debate between the merits of each is unable to be conducted on common ground - one being a scientific theory and the other based on belief.

Almost as contentious as the issue of which Is "right" is the Issue of the place of creationism in the school curriculum. On the one hand, creationism is given by law, equal time to that given to to teaching of evolution in certain schools in the United States of America. On the other, the Sydney Catholic Education office has notified its teachers of the reasons why creationism should not be taught in Catholic schools. The New South Wales Department of Education has issued a memorandum to principals entitled "Evolution and Creationism in the Teaching of Science". In short, it directs its schools not to teach creationism as a scientific theory in science subjects or courses.

 

B. THE PLACE OF CREATIONISM
IN THE CURRICULUM OF SA GOVERNMENT SCHOOLS

 

Individuals in our society are free to hold their own religious beliefs. Teachers therefore have a responsibility to be as objective as possible, to avoid distortion of discussion and to respect the rights of students and parents to hold particular religious beliefs. Accordingly, teachers should not attempt to prescribe student beliefs; nor should they consciously, create Irreconcilable conflict between the curriculum and student beliefs.

Nevertheless an educated society, in Its search for truth, tends to value knowledge gained through accepted and tested methods and procedures more highly then unquestioning belief. Teachers would wish to reflect that value in their classroom practice.

These two principles have guided the development of the following position that schools are asked to adopt with regard to the place of creationism in the school curriculum.

 

C. CREATIONISH AND THE TEACHING OF SCIENCE

Creationism. should not be taught as a scientific theory In our schools, either as a replacement for the theory of evolution or an an alternative to It. 

 

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o   Creationism is riot accepted by the vast majority of the scientific community as a credible scientific theory for the following reasons:

o   Creationism's basic postulate that plant and animal species were created by an act of divine intervention is untestable. Furthermore, the methods of creationism involve a selective search for evidence predisposed towards a fixed, unalterable conclusion.  Creationism therefore fails to qualify as a scientific theory in terms of both its basic postulate and its methods:

 o  The scientific evidence cited for creationism is not generally accepted as reliable by scientists;

o Creationist explanations of events and observations related to the age of the earth and the origin of species are viewed by scientists in general as flawed and invalid.

Science teachers may, where appropriate, refer to literal creationism as one of the views held by some people about the origins and development of life. They may also consider the differences between creationism and evolution from the point of view of what constitutes scientific method and the differences between religious beliefs and scientific theories. Such considerations may help to clarify students' understandings of the nature of scientific enquiry.

Where the topic of evolutionary theory is included within the school's science curriculum, eg SSABSA's Year 12 PES Biology syllabus, science teachers have a duty to treat it, and indeed other scientific theories, as theories, and not as immutable or unsubstantiated fact. {sic}

Science teachers should not be made to feel, nor should they create the impression in students, that evolutionary theory is of itself atheistic, rejecting the existence of a divinity. Science teachers are at liberty to provide the view, during any discussion of knowledge structures e.g. science, and belief structures, e.g. religion, that appreciation and acceptance of evolutionary theory does not immediately plunge one into fundamental and irreparable conflict with certain belief structures. Acceptance of evolutionary theory is independent of, and therefore reconcilable with, belief in either the existence or non-existence of God. Evolutionary theory does not deny the existence of a divinity; it does, however, deny the existence of creationism as an alternative credible scientific theory of the origins of the earth and its plant and animal life.

 

D.  CREATIONISM AND THE TEACHING OF RELIGION STUDIES
AND SOCIAL STUDIES

 The guidelines, for teaching about religion in South Australian schools. whether in integrated approaches or as a separate study, include the following principles:

o  The school may discuss all religious views with students but. may not impose any particular view;

 o  The school should seek to inform students about various beliefs, but should not seek to make them conform to any one belief;

 

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o The school's approach to religion must open up the Issues, not close down the discussion.

These guidelines clearly fit the discussion of religious beliefs about the oricills of the Planet Gild the variety of living things..

Students should be helped to distinguish between the language of science, which in used in investigation of the material world and the language of religion. Religious language is used to seek to explore meanings and purposes behind the material world; it is thus in some ways alcist to the language of poetry, and makes rich use of metaphor and imagery.

In different cultures rich and powerful "meaning stories" have been developed to help explore the religious significance of the world. For instance, the original Australians have the story of the "Rainbow Serpent*'. Students exploring this story in a class can be helped to appreciate the importance of the land in Aboriginal religion and to develop an empathy for the spiritual nature of Aboriginal appreciation of life.

Similarly, students should be helped to appreciate the reverence of Australian Christians. both for the Genesis stories about creation and for the one whom they worship as the creative presence. They should also be aware of the varieties of interpretation that difference Christians, bring to these meaning stories of creation, and that some interpret them more literally than others."

 

As a result of such studies, students should be helped to develop both a greater reverence for the interconnected web of species on the planet, and a greater understanding of the power of religious belief to motivate people.

E. CREATIONISM AND THE TREATMENT OF CONTENTIOUS ISSUES

Section 58 of the Administrative Instructions and Guidelines,
Discussion of Contentious Issues in Schools, provides broad
guidelines on the teaching of such issues in schools.

Within any classroom treatment of creationism, the topic of evolution and evolutionary theory will almost automatically arise. Discussion of the two side by side, however. creates problems, viz:

o  The two are not directly comparable. one being based oil scientific language and pre-suppositions, the other on religious language and pre-suppositions;

o  Students may perceive themselves as being forced to consider which of the two is "better" or to make a decision between them. Placed in this situation. students may well be faced with a dilemma - that of being unable to reconcile an acceptance of evolutionary theory with a belief in God. This situation is eminently possible despite the fact that many successfully reconcile a belief in God the creator of the universe and life with acceptance of evolution as the mechanism whereby life as we know it today developed. It is quite wrong for students to feel forced into a decision-making situation;

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o  Given the time constraints of a normal curriculum, students could not possibly gain sufficient information to wage in-depth debate on the issue. let alone arrive at a decisive conclusion.

For these reasons teachers are advised against dealing with the two side by side arid would be expected to discuss creationism as a contentious issue, if at all, with caution and sensitivity.

 

F. THE ENTRY INTO SCHOOLS OF CREATIONIST INFORMATION

From time to time those holding creationist beliefs may seek entry to schools for purposes such as talking with school management, talking to students or holding public meetings. Alternatively, they may wish to supply the school with creationist literature. While some may be representing cjertain religious groups which hold creationism as one of their tenets. others may represent one of the creationist societies or the creation movement.

As principal of the school it is your decision whether or not to accept such overtures and, if so, in what way.  In exercising judgement in such matters you will need to ascertain the motives behind the use of school premises for public meetings on creationism or offers to provide creationist literature to schools. Whatever the case you will need to appreciate fully tho Departmental stance on the issue of creationism in schools as portrayed in this statement. Common sense dictates that teachers should not Invite or accept approaches from creationists to speak to meetings of students without your approval.

The prime consideration must be the curriculum needs of the students and not the chance availability of visiting speakers. Any student exposure to creationism must be integral to the learning process, not divorced from it or superimposed on It.

Creationist literature and/or curriculum materials are sensibly retained in your office.