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 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 age of loneliness

Profound changes in technology, work and community are transforming our ultrasocial species into a population of loners.

Our dominant ideology is based on a lie. A series of lies, in fact, but I’ll focus on just one. This is the claim that we are, above all else, self-interested – that we seek to enhance our own wealth and power with little regard for the impact on others.

Some economists use a term to describe this presumed state of being – Homo economicus, or self-maximising man. The concept was formulated, by J S Mill and others, as a thought experiment. Soon it became a modelling tool. Then it became an ideal. Then it evolved into a description of who we really are.

It could not be further from the truth. To study human behaviour is to become aware of how weird we are. Many species will go to great lengths to help and protect their close kin. One or two will show occasional altruism towards unrelated members of their kind. But no species possesses a capacity for general altruism that is anywhere close to our own.

With the possible exception of naked mole-rats, we have the most social minds of all mammals. These minds evolved as an essential means of survival. Slow, weak, armed with rounded teeth and flimsy nails in a world of fangs and claws and horns and tusks, we survived through co-operation, reciprocity and mutual defence, all of which developed to a remarkable degree.

A review paper in the journal Frontiers in Psychology observes that Homo economicus  might be a reasonable description of chimpanzees. “Outsiders . . . would not expect to receive offers of food or solicitude; rather, they would be fiercely attacked . . . food is shared only under harassment; even mothers will not voluntarily offer novel foods to their own infants unless the infants beg for them.” But it is an unreasonable description of human beings.

How many of your friends, colleagues and neighbours behave like chimpanzees? A few, perhaps. If so, are they respected or reviled? Some people do appear to act as if they have no interests but their own – Philip Green and Mike Ashley strike me as possible examples – but their behaviour ­attracts general revulsion. The news is filled with spectacular instances of human viciousness: although psychopaths are rare, their deeds fill the papers. Daily acts of kindness are seldom reported, because they are everywhere.

Every day, I see people helping others with luggage, offering to cede their place in a queue, giving money to the homeless, setting aside time for others, volunteering for causes that offer no material reward. Alongside these quotidian instances are extreme and stunning cases. I think of my Dutch mother-in-law, whose family took in a six-year-old Jewish boy – a stranger – and hid him in their house for two years during the German occupation of the Netherlands. Had he been discovered, they would all have been sent to a concentration camp.

Studies suggest that altruistic tendencies are innate: from the age of 14 months, children try to help each other, attempting to hand over objects another child can’t reach. At the age of two, they start to share valued possessions. By the time they are three, they begin to protest against other people’s violation of moral norms.

Perhaps because we are told by the media, think tanks and politicians that competition and self-interest are the defining norms of human life, we disastrously mischaracterise the way in which other people behave. A survey commissioned by the Common Cause Foundation reported that 78 per cent of respondents believe others to be more selfish than they really are.

I do not wish to suggest that this mythology of selfishness is the sole or even principal cause of the epidemic of loneliness now sweeping the world. But it is likely to contribute to the plague by breeding suspicion and a sense of threat. It also appears to provide a doctrine of justification for those afflicted by isolation, a doctrine that sees individualism as a higher state of existence than community. Perhaps it is hardly surprising that Britain, the European nation in which neoliberalism is most advanced, is, according to government figures, the loneliness capital of Europe.

There are several possible reasons for the atomisation now suffered by the supremely social mammal. Work, which used to bring us together, now disperses us: many people have neither fixed workplaces nor regular colleagues and regular hours. Our leisure time has undergone a similar transformation: cinema replaced by television, sport by computer games, time with friends by time on Facebook.

Social media seems to cut both ways: it brings us together and sets us apart. It helps us to stay in touch, but also cultivates a tendency that surely enhances other people’s sense of isolation: a determination to persuade your followers that you’re having a great time. FOMO – fear of missing out – seems, at least in my mind, to be closely ­associated with loneliness.

Children’s lives in particular have been transformed: since the 1970s, their unaccompanied home range (in other words, the area they roam without adult supervision) has declined in Britain by almost 90 per cent. Not only does this remove them from contact with the natural world, but it limits their contact with other children. When kids played out on the street or in the woods, they quickly formed their own tribes, learning the social skills that would see them through life.

An ageing population, family and community breakdown, the decline of institutions such as churches and trade unions, the switch from public transport to private, inequality, an alienating ethic of consumerism, the loss of common purpose: all these are likely to contribute to one of the most dangerous epidemics of our time.

Yes, I do mean dangerous. The stress response triggered by loneliness raises blood pressure and impairs the immune system. Loneliness enhances the risk of depression, paranoia, addiction, cognitive decline, dem­entia, heart disease, stroke, viral infection, accidents and suicide. It is as potent a cause of early death as smoking 15 cigarettes a day, and can be twice as deadly as obesity.

Perhaps because we are in thrall to the ideology that helps to cause the problem, we turn to the market to try to solve it. Over the past few weeks, the discovery of a new American profession, the people-walker (taking human beings for walks), has caused a small sensation in the media. In Japan there is a fully fledged market for friendship: you can hire friends by the hour with whom to chat and eat and watch TV; or, more disturbingly, to pose for pictures that you can post on social media. They are rented as mourners at funerals and guests at weddings. A recent article describes how a fake friend was used to replace a sister with whom the bride had fallen out. What would the bride’s mother make of it? No problem: she had been rented, too. In September we learned that similar customs have been followed in Britain for some time: an early foray into business for the Home Secretary, Amber Rudd, involved offering to lease her posh friends to underpopulated weddings.



My own experience fits the current pattern: the high incidence of loneliness suffered by people between the ages of 18 and 34. I have sometimes been lonely before and after that period, but it was during those years that I was most afflicted. The worst episode struck when I returned to Britain after six years working in West Papua, Brazil and East Africa. In those parts I sometimes felt like a ghost, drifting through societies to which I did not belong. I was often socially isolated, but I seldom felt lonely, perhaps because the issues I was investigating were so absorbing and the work so frightening that I was swept along by adrenalin and a sense of purpose.

When I came home, however, I fell into a mineshaft. My university friends, with their proper jobs, expensive mortgages and settled, prematurely aged lives, had become incomprehensible to me, and the life I had been leading seemed incomprehensible to everyone. Though feeling like a ghost abroad was in some ways liberating – a psychic decluttering that permitted an intense process of discovery – feeling like a ghost at home was terrifying. I existed, people acknowledged me, greeted me cordially, but I just could not connect. Wherever I went, I heard my own voice bouncing back at me.

Eventually I made new friends. But I still feel scarred by that time, and fearful that such desolation may recur, particularly in old age. These days, my loneliest moments come immediately after I’ve given a talk, when I’m surrounded by people congratulating me or asking questions. I often experience a falling sensation: their voices seem to recede above my head. I think it arises from the nature of the contact: because I can’t speak to anyone for more than a few seconds, it feels like social media brought to life.

The word “sullen” evolved from the Old French solain, which means “lonely”. Loneliness is associated with an enhanced perception of social threat, so one of its paradoxical consequences is a tendency to shut yourself off from strangers. When I was lonely, I felt like lashing out at the society from which I perceived myself excluded, as if the problem lay with other people. To read any comment thread is, I feel, to witness this tendency: you find people who are plainly making efforts to connect, but who do so by insulting and abusing, alienating the rest of the thread with their evident misanthropy. Perhaps some people really are rugged individualists. But others – especially online – appear to use that persona as a rationale for involuntary isolation.

Whatever the reasons might be, it is as if a spell had been cast on us, transforming this ultrasocial species into a population of loners. Like a parasite enhancing the conditions for its own survival, loneliness impedes its own cure by breeding shame and shyness. The work of groups such as Age UK, Mind, Positive Ageing and the Campaign to End Loneliness is life-saving.

When I first wrote about this subject, and the article went viral, several publishers urged me to write a book on the theme. Three years sitting at my desk, studying isolation: what’s the second prize? But I found another way of working on the issue, a way that engages me with others, rather than removing me. With the brilliant musician Ewan McLennan, I have written a concept album (I wrote the first draft of the lyrics; he refined them and wrote the music). Our aim is to use it to help break the spell, with performances of both music and the spoken word designed to bring people together –which, we hope, will end with a party at the nearest pub.

By itself, our work can make only a tiny contribution to addressing the epidemic. But I hope that, both by helping people to acknowledge it and by using the power of music to create common sentiment, we can at least begin to identify the barriers that separate us from others, and to remember that we are not the selfish, ruthless beings we are told we are.

“Breaking the Spell of Loneliness” by Ewan McLennan and George Monbiot is out now. For a full list of forthcoming gigs visit:

This article first appeared in the 20 October 2016 issue of the New Statesman, Brothers in blood