Should creationism be taught in British classrooms?

Why schools and universities should encourage debate on evolution -- and how this could benefit scie

To some people's incredulity and others' satisfaction, creationism's influence is growing across the globe. Definitions of creationism vary, but roughly 10-15 per cent of people in the UK believe that the earth came into existence exactly as described in the early parts of the Bible or the Quran, and that the most that evolution has done is to change species into other, closely related species.

The more recent theory of intelligent design agrees with creationism, but makes no reference to the scriptures. Instead, it argues that there are many features of the natural world - such as the mammalian eye - that are too intricate to have evolved from non-living matter, as the theory of evolution asserts. Such features are simply said to be "irreducibly complex".

At the same time, the overwhelming majority of biologists consider evolution to be central to the biological sciences, providing a conceptual framework that unifies every disparate aspect of the life sciences into a single, coherent discipline. Most scientists also believe that the universe is about 13-14 billion years old.

The well-known schism between a number of religious world-views - particularly Judaeo-Christian views based on Genesis and mainstream Islamic readings of the Quran - and scientific explanations derived from the theory of evolution is exacerbated by the way people are asked in surveys about their views on the origins of human life. There is a tendency to polarise religion and science: questions focus on the notion that either God created everything, or God had nothing to do with it. The choices erroneously imply that scientific evolution is necessarily atheistic, linking acceptance of evolution with the explicit exclusion of any religious premise.

In fact, people have personal beliefs about religion and science that cover a wide range of possibilities. This has important implications for how biology teachers should present evolution in schools. As John Hedley Brooke, the first holder of the Andreas Idreos Professorship of Science and Religion at Oxford University, has long pointed out, there is no such thing as a fixed relationship between science and religion. The interface between them has shifted over time, as has the meaning of each term.

Most of the literature on creationism (and intelligent design) and evolutionary theory puts them in stark opposition. Evolution is consistently presented in creationist books and articles as illogical, contradicted by scientific evidence such as the fossil record (which they claim does not provide evidence for transitional forms), and as the product of non-scientific reasoning. The early history of life, they say, would require life to arise from inorganic matter - a form of spontaneous generation largely rejected by science in the 19th century. Creationists also accuse evolutionary theory of being the product of those who ridicule the word of God, and a cause of a range of social evils (from eugenics, Marxism, Nazism and racism to juvenile delinquency).

Creationism has received similarly short shrift from evolutionists. In a study published in 1983, the philosopher of science Philip Kitcher concluded that the flat-earth theory, the chemistry of the four elements and medieval astrology were all as valid as creationism (not at all, that is).

Life lessons

Evolutionary biologists attack creationism - especially "scientific creationism" - on the grounds that it isn't a science at all, because its ultimate authority is scriptural and theological, rather than the evidence obtained from the natural world.

After many years of teaching evolution to school and university students, I have come to the view that creationism is best seen by science teachers not as a misconception, but as a world-view. A world-view is an entire way of understanding reality: each of us probably has only one.

However, we can have many conceptions and misconceptions. The implications of this for education is that the most a science teacher can normally hope to achieve is to ensure that students with creationist beliefs understand the basic scientific position. Over the course of a few school lessons or a run of university lectures, it is unlikely that a teacher will be able to replace a creationist world-view with a scientific one.

So how might one teach evolution in science lessons to 14- to 16-year-olds? The first thing to note is that there is scope for young people to discuss beliefs about human origins in other subjects, notably religious education. In England, the DCSF (Department for Children, Schools and Families) and the QCA (Qualifications and Curriculum Authority) have published a non-statutory national framework for religious education and a teaching unit that asks: "How can we answer questions about creation and origins?" The unit focuses on creation and the origins of the universe and human life, as well as the relationships between religion and science. As you might expect, the unit is open-ended and is all about getting young people to learn about different views and develop their own thinking. But what should we do in science?

In summer 2007, after months of behind-the-scenes meetings, the DCSF guidance on creationism and intelligent design received ministerial approval and was published. As one of those who helped put the guidance together, I was relieved when it was welcomed. Even the discussions on the RichardDawkins.net forum were positive, while the Freethinker, an atheist journal, described it as "a breath of fresh air" and "a model of clarity and reason".

The guidance points out that the use of the word "theory" in science (as in "the theory of evolution") can be misleading, as it is different from the everyday meaning - that is, of being little more than an idea. In science, the word indicates that there is substantial supporting evidence, underpinned by principles and explanations accepted by the international scientific community. The guidance makes clear that creationism and intelligent design do not constitute scientific theories.

It also illuminates that there is a real difference between teaching something and teaching about something. In other words, one can teach about creationism without advocating it, just as one can teach in a history lesson about totalitarianism without advocating it.

This is a key point. Many scientists, and some science teachers, fear that consideration of creationism or intelligent design in a science classroom legitimises them. That something lacks scientific support, however, doesn't seem to me a sufficient reason to omit it from a science lesson.

I remember being excited, when I was taught physics at school, that we could discuss almost anything, provided we were prepared to defend our thinking in a way that admitted objective evidence and logical argument. I recall one of our A-level chemistry teachers scoffing at a fellow student, who reported that she had sat (outside the lesson) with a spoon in front of her while Uri Geller maintained he could bend viewers' spoons. I was all for her approach. After all, I reasoned, surely the first thing was to establish if the spoon bent (it didn't for her), and if it did, to start working out how.

Free expression

When teaching evolution, there is much to be said for allowing students to raise any doubts they have in order to shape and provoke a genuine discussion. The word "genuine" doesn't mean that creationism and intelligent design deserve equal time with evolution. They don't. However, in certain classes, depending on the teacher's comfort with talking about such issues, his or her ability to deal with them, and the make-up of the student body, it can and should be appropriate to address them.

Having said that, I don't pretend to think that this kind of teaching is easy. Some students become very heated; others remain silent even if they disagree profoundly with what is said. But I believe in taking seriously the concerns of students who do not accept the theory of evolution while still introducing them to it. Although it is unlikely that this will help them resolve any conflict they experience between science and their beliefs, good teaching can help students to manage it - and to learn more science.

My hope is simply to enable students to understand the scientific perspective with respect to our origins, but not necessarily to accept it. We can help students to find their science lessons interesting and intellectually challenging without their being a threat. Effective teaching in this area can help students not only learn about the theory of evolution, but also better appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science and the ways in which scientific knowledge differs from other forms of knowledge.

 

Michael Reiss is professor of science education at the Institute of Education, University of London. His PhD was on evolutionary biology, and he is a priest in the Church of England

This article first appeared in the 05 April 2010 issue of the New Statesman, GOD

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The lost magic of England

The great conservative journalist Peregrine Worsthorne reflects on a long life at the heart of the establishment.

In a recent editorial meeting, our subscriptions manager happened to mention that Peregrine Worsthorne was still a New Statesman subscriber. A former editor of the Sunday Telegraph and, during a long Fleet Street career, a self-styled “romantic reactionary” scourge of liberals and liberalism, Worsthorne used to be something of a pantomime villain for the left, a role he delighted in. He had close friends among the “Peterhouse right”, the group of High Tory intellectuals who gathered around Maurice Cowling at the small, conspiratorial Cambridge college. He was a frequent contributor to Encounter (which turned out to be funded by the CIA) and an ardent cold warrior. His social conservatism and lofty affectations offended lefty Islingtonian sensibilities. On several occasions he was the Guardian’s reviewer of choice for its annual collection of journalism, The Bedside Guardian, and he invariably delivered the required scornful appraisal while praising its witty television critic, Nancy Banks-Smith. There is no suggestion, he wrote in 1981, that the “Guardian ever sees itself as part of the problem; itself as having some responsibility for the evils its writers described so well”.

His prose style was Oxbridge high table, more Walter Pater than George Orwell. It was essential not to take Worsthorne too seriously, because he delighted in mischief-making and wilful provocation – one of his targets for remorseless ridicule was Andrew Neil, when Neil edited the abrasively Thatcherite Sunday Times. He ended up suing Worsthorne, who was famous for his silk shirts and Garrick Club lunches, for libel; he was awarded damages of £1, the then cover price of the Sunday Times.

“I wrote that in the old days editors of distinguished Sunday papers could be found dining at All Souls, and something must have changed when they’re caught with their trousers down in a nightclub,” Worsthorne told me when we met recently. “I had no idea he was going to sue. I was teasing. I occasionally run into him and we smile at each other, so it’s all forgotten and forgiven.”

After his retirement in 1989, Worsthorne, although he remained a resolute defender of aristocracy, seemed to mellow, and even mischievously suggested that the Guardian had replaced the Times as the newspaper of record. In the 1990s he began writing occasionally for the New Statesman – the then literary editor, Peter Wilby, commissioned book reviews from him, as I did after I succeeded Wilby. Like most journalists of his generation, Worsthorne was a joy to work with; he wrote to length, delivered his copy on time and was never precious about being edited. (Bill Deedes and Tony Howard were the same.) He might have had the mannerisms of an old-style toff but he was also a tradesman, who understood that journalism was a craft.

Shortly before Christmas, I rang Wors­thorne at the home in Buckinghamshire he shares with his second wife, Lucinda Lambton, the charming architectural writer. I asked how he was. “I’m like a squeezed lemon: all used up,” he said. Lucy described him as being “frail but not ill”. I told him that I would visit, so one recent morning I did. Home is a Grade II-listed old rectory in the village of Hedgerley. It is grand but dishevelled and eccentrically furnished. A sign on the main gates warns you to “Beware of the Dog”. But the dog turns out to be blind and moves around the house uneasily, poignantly bumping into objects and walls. At lunch, a small replica mosque in the dining room issues repeated mechanised calls to prayer. “Why does it keep doing that?” Perry asks. “Isn’t it fun,” Lucy says. She then turns to me: “Have some more duck pâté.”

As a student, I used to read Worsthorne’s columns and essays with pleasure. I did not share his positions and prejudices but I admired the style in which he articulated them. “The job of journalism is not to be scholarly,” he wrote in 1989. “The most that can be achieved by an individual newspaper or journalist is the articulation of an intelligent, well-thought-out, coherent set of prejudices – ie, a moral position.”

His Sunday Telegraph, which he edited from 1986 to 1989, was like no other newspaper. The recondite and reactionary comment pages (the focus of his energies) were unapologetically High Tory, contrary to the prevailing Thatcherite orthodoxies of the time, but were mostly well written and historically literate. Bruce Anderson was one of the columnists. “You never knew what you were going to get when you opened the paper,” he told me. “Perry was a dandy, a popinjay, and of course he didn’t lack self-esteem. He had a nostalgia for Young England. In all the time I wrote for him, however, I never took his approval for granted. I always felt a tightening of the stomach muscles when I showed him something.”

***

Worsthorne is 92 now and, though his memory is failing, he remains a lucid and engaging conversationalist. Moving slowly, in short, shuffling steps, he has a long beard and retains a certain dandyish glamour. His silver hair is swept back from a high, smooth forehead. He remains a stubborn defender of the aristocracy – “Superiority is a dread word, but we are in very short supply of superiority because no one likes the word” – but the old hauteur has gone, replaced by humility and a kind of wonder and bafflement that he has endured so long and seen so much: a journalistic Lear, but one who is not raging against the dying of the light.

On arrival, I am shown through to the drawing room, where Perry sits quietly near an open fire, a copy of that morning’s Times before him. He moves to a corner armchair and passes me a copy of his book Democracy Needs Aristocracy (2005). “It’s all in there,” he says. “I’ve always thought the English aristocracy so marvellous compared to other ruling classes. It seemed to me that we had got a ruling class of such extraordinary historical excellence, which is rooted in England
almost since the Norman Conquest.

“Just read the 18th-century speeches – the great period – they’re all Whig or Tory, but all come from that [the aristocracy]. If they didn’t come directly from the aristocracy, they turned themselves very quickly into people who talk in its language. Poetic. If you read Burke, who’s the best in my view, it’s difficult not to be tempted to think what he says has a lot of truth in it . . .”

His voice fades. He has lost his way and asks what we were talking about. “Oh, yes,” he says. “It survived when others – the French and Russians and so on – were having revolutions. It was absolutely crazy to set about destroying that. There was something magical . . . the parliamentary speeches made by Burke and so on – this is a miracle! No other country has it apart from America in the early days. And I thought to get rid of it, to undermine it, was a mistake.”

I ask how exactly the aristocracy was undermined. Even today, because of the concentration of the ownership of so much land among so few and because of the enduring influence of the old families, the great schools and Oxbridge, Britain remains a peculiar hybrid: part populist hyper-democracy and part quasi-feudal state. The Tory benches are no longer filled by aristocrats but the old class structures remain.

“Equality was the order of the day after the war,” Worsthorne replies. “And in a way it did a lot of good, equalising people’s chances in the world. But it didn’t really get anywhere; the ruling class went happily on. But slowly, and I think unnecessarily dangerously, it was destroyed – and now there are no superior people around [in politics]. The Cecil family – Lord Salisbury, he was chucked out of politics. The Cecil family is being told they are not wanted. The institutions are falling apart . . .

“But there were people who had natural authority, like Denis Healey. I’m not saying it’s only aristocrats – a lot of Labour people had it. But now we haven’t got any Denis Healeys.”

Born in 1923, the younger son of Alexander Koch de Gooreynd, a Belgian banker, Worsthorne (the family anglicised its name) was educated at Stowe and was an undergraduate at both Cambridge (Peterhouse, where he studied under the historian Herbert Butterfield, the author of The Whig Interpretation of History) and Oxford (Magdalen College). “I have always felt slightly underprivileged and de-classed by having gone to Stowe, unlike my father who went to Eton,” Worsthorne wrote in 1985.

Yet his memories of Stowe remain pellucid. There he fell under the influence of the belle-lettrist John Davenport, who later became a close friend of Dylan Thomas. “He was a marvellous man, a famous intellectual of the 1930s, an ex-boxer, too. But in the war he came to Stowe and he was preparing me for a scholarship to Cambridge. He told me to read three books, and find something to alleviate the boredom of an examiner, some little thing you’ll pick up. And I duly did and got the scholarship.”

Can you remember which three books he recommended?

“Tawney. Something by Connolly, um . . . that’s the terrible thing about getting old, extremely old – you forget. And by the time you die you can’t remember your brother’s name. It’s a terrible shock. I used to think old age could be a joy because you’d have more time to read. But if you push your luck and get too far, and last too long, you start finding reading really quite difficult. The connections go, I suppose.”

Was the Connolly book Enemies of Promise (1938)?

“Yes, that’s right. It was. And the other one was . . . Hang on, the writer of the book . . . What’s the country invaded by Russia, next to Russia?

Finland, I say. Edmund Wilson’s To the Finland Station (1940)?

“Yes. Wilson. How did you get that?”

We both laugh.

***

Worsthorne is saddened but not surprised that so many Scots voted for independence and his preference is for Britain to remain a member of the European Union. “What’s happening is part of the hopelessness of English politics. It’s horrible. I can’t think why the Scots would want to be on their own but it might happen. The youth will vote [for independence]. This is part of my central theme: the Scots no longer think it’s worthwhile belonging to England. The magic of England has gone – and it’s the perversity of the Tory party to want to get us out of the European Union when of course we’re much more than ever unlikely to be able to look after ourselves as an independent state because of the quality of our political system.

“The people who want to get us out are obviously of an undesirable kind. That the future should depend on [Nigel] Farage is part of the sickness. I mean the real horror is for him to have any influence at all. And when you think of the great days of the Labour Party, the giants who strode the stage – famous, lasting historical figures, some of them: Healey, Attlee, who was probably the greatest, [Ernest] Bevin. I’m well aware that Labour in the good days produced people who were superior.”

He digresses to reflect on his wartime experience as a soldier – he served in Phantom, the special reconnaissance unit, alongside Michael Oakeshott, the philosopher of English conservatism who became a close friend, and the actor David Niven, our “prize colleague”.

“I remember Harold Macmillan saying to me, after the Second World War, the British people needed their belt enlarged; they’d done their job and they deserved a reward. And that’s what he set about doing. And he wasn’t a right-wing, unsympathetic man at all. But he didn’t – and this is what is good about conservatism – he didn’t turn it into an ‘ism’. It was a sympathetic feel, an instinctive feel, and of course people in the trenches felt it, too: solidarity with the rest of England and not just their own brotherhood. Of course he didn’t get on with Margaret Thatcher at all.”

Worsthorne admired Thatcher and believed that the “Conservatives required a dictator woman” to shake things up, though he was not a Thatcherite and denounced what he called her “bourgeois triumphalism”. He expresses regret at how the miners were treated during the bitter strike of 1984-85. “I quarrelled with her about the miners’ strike, and the people she got around her to conduct it were a pretty ropey lot.

“I liked her as a person. I was with her that last night when she wasn’t prime minister any more, but she was still in Downing Street and had everything cut off. The pressman [Bernard Ingham] got several of us to try to take her mind off her miseries that night. There’s a photograph of me standing at the top of the stairs.”

In the summer of 1989, Peregrine Wors­thorne was sacked as the editor of the Sunday Telegraph by Andrew Knight, a former journalist-turned-management enforcer, over breakfast at Claridge’s. He wrote about the experience in an elegant diary for the Spectator: “I remember well the exact moment when this thunderbolt, coming out of a blue sky, hit me. It was when the waiter had just served two perfectly poached eggs on buttered toast . . . In my mind I knew that the information just imparted was a paralysingly painful blow: pretty well a professional death sentence.”

He no longer reads the Telegraph.

“Politically they don’t have much to say of interest. But I can’t put the finger on exactly what it is I don’t like about it. Boredom, I think!”

You must read Charles Moore?

“He is my favourite. Interesting fellow. He converted to Catholicism and started riding to hounds in the same week.”

He has no regrets about pursuing a long career in journalism rather than, say, as a full-time writer or academic, like his friends Cowling and Oakeshott. “I was incredibly lucky to do journalism. What people don’t realise – and perhaps you don’t agree – but it’s really a very easy life, compared to many others. And you have good company in other journalists and so on. I was an apprentice on the Times, after working [as a sub-editor] on the Glasgow Herald.”

How does he spend the days?

“Living, I suppose. It takes an hour to get dressed because all the muscles go. Then I read the Times and get bored with it halfway through. Then there’s a meal to eat. The ­answer is, the days go. I used to go for walks but I can’t do that now. But Lucy’s getting me all kinds of instruments to facilitate people with no muscles, to help you walk. I’m very sceptical about it working, but then again, better than the alternative.”

He does not read as much as he would wish. He takes the Statesman, the Spectator and the Times but no longer the Guardian. He is reading Niall Ferguson’s biography of Kissinger, The Maisky Diaries by Ivan Maisky, Stalin’s ambassador to London from 1932 to 1943, and Living on Paper, a selection of letters by Iris Murdoch, whom he knew. “I get these massive books, thinking of a rainy day, but once I pick them up they are too heavy, physically, so they’re stacked up, begging to be read.”

He watches television – the news (we speak about Isis and the Syrian tragedy), the Marr show on Sunday mornings, and he has been enjoying War and Peace on BBC1. “Andrew Marr gave my book a very good review. He’s come back. He’s survived [a stroke] through a degree of hard willpower to get back to that job, almost as soon as he came out of surgery. But I don’t know him; he was a Guardian man.” (In fact, Marr is more closely associated with the Independent.)

Of the celebrated Peterhouse historians, both Herbert Butterfield (who was a Methodist) and Maurice Cowling were devout Christians. For High Tories, who believe in and accept natural inequalities and the organic theory of society, Christianity was a binding force that held together all social classes, as some believe was the order in late-Victorian England.

“I was a very hardened Catholic,” Worsthorne says, when I mention Cowling’s book Religion and Public Doctrine in Modern England. “My mother was divorced [her second marriage was to Montagu Norman, then the governor of the Bank of England] and she didn’t want my brother and me to be Catholic, so she sent us to Stowe. And I used to annoy her because I read [Hilaire] Belloc. I tried to annoy the history master teaching us Queen Elizabeth I. I said to him: ‘Are you covering up on her behalf: don’t you know she had syphilis?’

“Once I felt very angry about not being made Catholic. But then I went to Cambridge and there was a very Catholic chaplain and he was very snobbish. And in confession I had to tell him I masturbated twice that morning or something, and so it embarrassed me when half an hour later I had to sit next to him at breakfast. I literally gave up going to Mass to get out of this embarrassing situation. But recently I’ve started again. I haven’t actually gone to church but I’ve made my confessions, to a friendly bishop who came to the house.”

So you are a believer?

“Yes. I don’t know which bit I believe. But as Voltaire said: ‘Don’t take a risk.’”

He smiles and lowers his head. We are ready for lunch. 

Jason Cowley is editor of the New Statesman. He has been the editor of Granta, a senior editor at the Observer and a staff writer at the Times.

This article first appeared in the 11 February 2016 issue of the New Statesman, The legacy of Europe's worst battle