Carolyn Reeves
Retired science teacher and co-author of a series of elementary science textbooks (New Leaf Press).
February 2014 – A letter to the editor in the local paper voiced concerns about the possible adoption of Next Generation Science Standards (nextgenscience.org). It caught Michael’s attention immediately. His children attend public schools, and national standards are proposing that evolution should be taught every year in grades K-12. These standards also recommend more earth and space courses to include the evolutionary history of the earth, evolution of the universe and climate change.
Michael remembered his own high school biology class, when Darwinian evolution was presented as fact, but he never allowed it to become part of his worldview. Now, he is concerned about how these new standards might affect his own children’s beliefs.
He and his wife teach their children that God created the heavens and the earth and all living things. They reject the theory that human ancestors include one-celled organisms, worms, fish, amphibians, reptiles or ape-like animals.
“Honey, we have to check into this,” he told his wife. “We don’t want our kids brainwashed at school.”
He made an appointment with Dr. Evans, curriculum coordinator, and she warmly welcomed Michael into her office.
“First, let me assure you that your concerns are important to us,” she said.
“Thanks for seeing me,” Michael answered. “I’ll get straight to my point. I have some questions about the Next Generation Science Standards. One, why should evolution be taught in kindergarten? Two, why are valid scientific challenges to Darwinian evolution excluded? And third, why is a naturalistic explanation for creation taught as fact while the possibility of supernatural creation is simply ignored?”
“Parents often ask these kinds of questions,” Dr. Evans said. “So I’ve prepared a summary of the reasons for why and how evolution is taught. It is based on position papers of national science organizations.”
She stood, handed Michael a couple of sheets of paper and said, “Here, this will answer your questions.” Subject closed.
Michael was stunned by her abrupt dismissal. He took the papers and went immediately to see Andrew, a friend well versed in the underlying philosophies of the evolution/creation controversy.
“Tell me what you think about this,” Michael said as he handed Andrew the papers from Dr. Evans.
“Okay,” Andrew said, beginning to read. He responded to each of seven points on Dr. Evans’s sheet, giving Michael plenty of insight and information to address the issue with confidence.
Dr. Evans #1: Science is defined as the study of the natural world, and all scientific explanations must refer only to natural processes and properties of matter and energy.
Andrew: It helps to understand that there are two basic fields of science – operational and historical. Operational scientists limit their explanations to natural processes and natural properties, because their goal is to better understand how forces, particles, energy and living things operate in nature today. The primary methods used by operational scientists were developed during the scientific revolution. These methods enabled researchers to get rid of superstitious and frivolous ideas, as well as biased opinions of scientists. New discoveries in this field were made rapidly as scientists followed these principles.
The goals and the methods used by historical scientists are different from those used by operational scientists. Their goal is to reconstruct history, going all the way back to the first living things or the beginning of the universe. In their attempt to limit everything in science to something that can be explained by natural processes, evolutionists incorrectly insist that there must be a naturalistic explanation for how all life arose. Consequently, any account involving supernatural events is automatically eliminated.
Dr. Evans #2: Darwinian evolution is based on facts, unlike creationism.
Andrew: Not true. Both creationists and evolutionists base their research and explanations on exactly the same set of facts, and both start with prior beliefs. Creationists start from the position that life was designed and created by a supernatural Creator. Evolutionists start from the position that there is a naturalistic explanation for how all living things began and evolved over millions of years.
Dr. Evans #3: American students deserve the best possible science education. In this age of science and technology, America is in danger of falling behind other countries if our children don’t learn good science.
Andrew: I certainly agree with this in principle, but Darwinian evolution has little to do with new technologies. Moreover, when a curriculum is revised, it is important to realize that added emphasis on certain topics, such as evolution and climate change, means less time on other important science topics.
Dr. Evans #4: Darwinian evolution is a major unifying concept in all of science and should be taught in a manner that reflects its importance.
Andrew: Wait a minute there; it is not a unifying concept. There are clearly disagreements among national leaders about which topics are most important.
Dr. Evans #5: There is no longer a debate among scientists about whether evolution has taken place. The only debate is about how evolution has taken place and specifics about certain past events.
Andrew: All scientists may agree that evolution occurs in nature on a small scale. However, not all agree that every living, or once living, organism evolved from the same common ancestor, as proposed by Darwinian evolution. Limiting debate to only one explanation is like a jury trial where the judge allows the prosecutor to speak, but doesn’t allow the defense a chance to say anything.
Dr. Evans #6: Creationist claims have been discredited by the available scientific evidence.
Andrew: Again, this is simply not true. Scientists who are creationists, as well as intelligent design proponents, have the same credentials as evolutionary scientists. They regularly conduct quality scientific research and publish their conclusions. They also tend to be extremely ethical in their research. The mischaracterization of their qualifications and their research is just something they have come to expect.
Dr. Evans #7: The First Amendment of the Constitution requires that public institutions such as schools be religiously neutral. Because creationism is religious, it cannot be taught in the public schools.
Andrew: Creationism is no more religious than evolutionism. They both attempt to answer a religious question: Where did I come from?
“Looks like I’ve got my work cut out for me,” Michael concluded. “Thanks, Andrew. Gotta go. I’ve got some
calls to make.” 
Editor's note: Carolyn Reeves , Ed.D. (undergroundparadigm.com), is a retired science teacher and co-author of a series of elementary science textbooks. For this feature she created the characters who engage in dialogue regarding new national science standards for public schools.
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Michael’s next steps
1. Identify his elected state senators and representatives and contact them. Also contact the state superintendent of education, state school board members, or the governor’s office.
2. Respectfully express concern about why schools would compel young students to accept only one side of such controversial theories as Darwinian evolution and climate change.
3. Explain that there is a large body of evidence challenging both of these positions. His kids should have the opportunity to examine and evaluate these topics by having access to a wide variety of information sources.
4. Explain that NGSS will confuse students about the nature of science by failing to differentiate between the methods and goals of operational sciences and historical sciences.
5. Express concern that advanced science content will be weakened by NGSS as identified by the Thomas B. Fordham Institute and other professional groups.
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Resources
Defeating Darwinism by Opening Minds by Phillip Johnson is available at local and online booksellers.
In Evolution vs. God, Evangelist Ray Comfort challenges evolution experts. The DVD is available at afastore.afa.net
