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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David Cameron's fatal insouciance

Will future historians remember the former prime minister for anything more than his great Brexit bungle?

On 13 July 2016, after a premiership lasting six years and 63 days, David Cameron left Downing Street for the last time. On the tarmac outside the black door, with his wife and children at his side, he gave a characteristically cool and polished parting statement. Then he got in his car for the last journey to Buckingham Palace – the picture, as ever, of insouciant ease. As I was watching the television pictures of Cameron’s car gliding away, I remembered what he is supposed to have said some years earlier, when asked why he wanted to be prime minister. True or not, his answer perfectly captured the public image of the man: “Because I think I’d be rather good at it.”

A few moments later, a friend sent me a text message. It was just six words long: “He’s down there with Chamberlain now.”

At first I thought that was a bit harsh. People will probably always disagree about Cameron’s economic record, just as they do about Margaret Thatcher’s. But at the very least it was nowhere near as bad as some of his critics had predicted, and by some standards – jobs created, for instance – it was much better than many observers had expected. His government’s welfare and education policies have their critics, but it seems highly unlikely that people will still be talking about them in a few decades’ time. Similarly, although Britain’s intervention in Libya is unlikely to win high marks from historians, it never approached the disaster of Iraq in the public imagination.

Cameron will probably score highly for his introduction of gay marriage, and although there are many people who dislike him, polls suggested that most voters regarded him as a competent, cheerful and plausible occupant of the highest office in the land. To put it another way, from the day he entered 10 Downing Street until the moment he left, he always looked prime ministerial. It is true that he left office as a loser, humiliated by the EU referendum, and yet, on the day he departed, the polls had him comfortably ahead of his Labour opposite number. He was, in short, popular.
On the other hand, a lot of people liked Neville Chamberlain, too. Like Chamberlain, Cameron seems destined to be remembered for only one thing. When students answer exam questions about Chamberlain, it’s a safe bet that they aren’t writing about the Holidays with Pay Act 1938. And when students write about Cameron in the year 2066, they won’t be answering questions about intervention in Libya, or gay marriage. They will be writing about Brexit and the lost referendum.

It is, of course, conceivable, though surely very unlikely, that Brexit will be plain sailing. But it is very possible that it will be bitter, protracted and enormously expensive. Indeed, it is perfectly conceivable that by the tenth anniversary of the referendum, the United Kingdom could be reduced to an English and Welsh rump, struggling to come to terms with a punitive European trade deal and casting resentful glances at a newly independent Scotland. Of course the Brexiteers – Nigel Farage, Boris Johnson, Michael Gove, Daniel Hannan et al – would get most of the blame in the short run. But in the long run, would any of them really be remembered? Much more likely is that historians’ fingers would point at one man: Cameron, the leader of the Conservative and Unionist Party, the prime minister who gambled with his future and lost the Union. The book by “Cato” that destroyed Chamberlain’s reputation in July 1940 was entitled Guilty Men. How long would it be, I wonder, before somebody brought out a book about Cameron, entitled Guilty Man?

Naturally, all this may prove far too pessimistic. My own suspicion is that Brexit will turn out to be a typically European – or, if you prefer, a typically British – fudge. And if the past few weeks’ polls are anything to go by, Scottish independence remains far from certain. So, in a less apocalyptic scenario, how would posterity remember David Cameron? As a historic failure and “appalling bungler”, as one Guardian writer called him? Or as a “great prime minister”, as Theresa May claimed on the steps of No 10?

Neither. The answer, I think, is that it would not remember him at all.

***

The late Roy Jenkins, who – as Herbert Asquith’s biographer, Harold Wilson’s chancellor and Jim Callaghan’s rival – was passionately interested in such things, used to write of a “market” in prime ministerial futures. “Buy Attlee!” he might say. “Sell Macmillan!” But much of this strikes me as nonsense. For one thing, political reputations fluctuate much less than we think. Many people’s views of, say, Wilson, Thatcher and Blair have remained unchanged since the day they left office. Over time, reputations do not change so much as fade. Academics remember prime ministers; so do political anoraks and some politicians; but most people soon forget they ever existed. There are 53 past prime ministers of the United Kingdom, but who now remembers most of them? Outside the university common room, who cares about the Marquess of Rockingham, the Earl of Derby, Lord John Russell, or Arthur Balfour? For that matter, who cares about Asquith or Wilson? If you stopped people in the streets of Sunderland, how many of them would have heard of Stanley Baldwin or Harold Macmillan? And even if they had, how much would they ­really know about them?

In any case, what does it mean to be a success or a failure as prime minister? How on Earth can you measure Cameron’s achievements, or lack of them? We all have our favourites and our prejudices, but how do you turn that into something more dispassionate? To give a striking example, Margaret Thatcher never won more than 43.9 per cent of the vote, was roundly hated by much of the rest of the country and was burned in effigy when she died, long after her time in office had passed into history. Having come to power promising to revive the economy and get Britain working again, she contrived to send unemployment well over three million, presided over the collapse of much of British manufacturing and left office with the economy poised to plunge into yet another recession. So, in that sense, she looks a failure.

Yet at the same time she won three consecutive general elections, regained the Falklands from Argentina, pushed through bold reforms to Britain’s institutions and fundamentally recast the terms of political debate for a generation to come. In that sense, clearly she was a success. How do you reconcile those two positions? How can you possibly avoid yielding to personal prejudice? How, in fact, can you reach any vaguely objective verdict at all?

It is striking that, although we readily discuss politicians in terms of success and failure, we rarely think about what that means. In some walks of life, the standard for success seems obvious. Take the other “impossible job” that the tabloids love to compare with serving as prime minister: managing the England football team. You can measure a football manager’s success by trophies won, qualifications gained, even points accrued per game, just as you can judge a chief executive’s performance in terms of sales, profits and share values.

There is no equivalent for prime ministerial leadership. Election victories? That would make Clement Attlee a failure: he fought five elections and won only two. It would make Winston Churchill a failure, too: he fought three elections and won only one. Economic growth? Often that has very little to do with the man or woman at the top. Opinion polls? There’s more to success than popularity, surely. Wars? Really?

The ambiguity of the question has never stopped people trying. There is even a Wikipedia page devoted to “Historical rankings of Prime Ministers of the United Kingdom”, which incorporates two surveys of academics carried out by the University of Leeds, a BBC Radio 4 poll of Westminster commentators, a feature by BBC History Magazine and an online poll organised by Newsnight. By and large, there is a clear pattern. Among 20th-century leaders, there are four clear “successes” – Lloyd George, Churchill, Attlee and Thatcher – with the likes of Macmillan, Wilson and Heath scrapping for mid-table places. At the bottom, too, the same names come up again and again: Balfour, Chamberlain, Eden, Douglas-Home and Major. But some of these polls are quite old, dating back to the Blair years. My guess is that if they were conducted today, Major might rise a little, especially after the success of Team GB at the Olympics, and Gordon Brown might find himself becalmed somewhere towards the bottom.

***

So what makes the failures, well, failures? In two cases, the answer is simply electoral defeat. Both ­Arthur Balfour and John Major were doomed to failure from the moment they took office, precisely because they had been picked from within the governing party to replace strong, assertive and electorally successful leaders in Lord Salisbury and Margaret Thatcher, respectively. It’s true that Major unexpectedly won the 1992 election, but in both cases there was an atmosphere of fin de régime from the very beginning. Douglas-Home probably fits into this category, too, coming as he did at the fag end of 13 years of Conservative rule. Contrary to political mythology, he was in fact a perfectly competent prime minister, and came much closer to winning the 1964 election than many people had expected. But he wasn’t around for long and never really captured the public mood. It seems harsh merely to dismiss him as a failure, but politics is a harsh business.

That leaves two: Chamberlain and Eden. Undisputed failures, who presided over the greatest foreign policy calamities in our modern history. Nothing to say, then? Not so. Take Chamberlain first. More than any other individual in our modern history, he has become a byword for weakness, naivety and self-deluding folly.

Yet much of this picture is wrong. Chamberlain was not a weak or indecisive man. If anything, he was too strong: too stubborn, too self-confident. Today we remember him as a faintly ridiculous, backward-looking man, with his umbrella and wing collar. But many of his contemporaries saw him as a supremely modern administrator, a reforming minister of health and an authoritative chancellor who towered above his Conservative contemporaries. It was this impression of cool capability that secured Chamberlain the crown when Baldwin stepped down in 1937. Unfortunately, it was precisely his titanic self-belief, his unbreakable faith in his own competence, that also led him to overestimate his influence over Adolf Hitler. In other words, the very quality that people most admired – his stubborn confidence in his own ability – was precisely what doomed him.

In Chamberlain’s case, there is no doubt that he had lost much of his popular prestige by May 1940, when he stepped down as prime minister. Even though most of his own Conservative MPs still backed him – as most of Cameron’s MPs still backed him after the vote in favour of Brexit – the evidence of Mass Observation and other surveys suggests that he had lost support in the country at large, and his reputation soon dwindled to its present calamitous level.

The case of the other notable failure, Anthony Eden, is different. When he left office after the Suez crisis in January 1957, it was not because the public had deserted him, but because his health had collapsed. Surprising as it may seem, Eden was more popular after Suez than he had been before it. In other words, if the British people had had their way, Eden would probably have continued as prime minister. They did not see him as a failure at all.

Like Chamberlain, Eden is now generally regarded as a dud. Again, this may be a bit unfair. As his biographers have pointed out, he was a sick and exhausted man when he took office – the result of two disastrously botched operations on his gall bladder – and relied on a cocktail of painkillers and stimulants. Yet, to the voters who handed him a handsome general election victory in 1955, Eden seemed to have all the qualities to become an enormously successful prime minister: good looks, brains, charm and experience, like a slicker, cleverer and more seasoned version of Cameron. In particular, he was thought to have proved his courage in the late 1930s, when he had resigned as foreign secretary in protest at the appeasement of Benito Mussolini before becoming one of Churchill’s chief lieutenants.

Yet it was precisely Eden’s great asset – his reputation as a man who had opposed appeasement and stood up to the dictators – that became his weakness. In effect, he became trapped by his own legend. When the Egyptian dictator Gamal Abdel Nasser nationalised the Suez Canal in July 1956, Eden seemed unable to view it as anything other than a replay of the fascist land-grabs of the 1930s. Nasser was Mussolini; the canal was Abyssinia; ­failure to resist would be appeasement all over again. This was nonsense, really: Nasser was nothing like Mussolini. But Eden could not escape the shadow of his own political youth.

This phenomenon – a prime minister’s greatest strength gradually turning into his or her greatest weakness – is remarkably common. Harold Wilson’s nimble cleverness, Jim Callaghan’s cheerful unflappability, Margaret Thatcher’s restless urgency, John Major’s Pooterish normality, Tony Blair’s smooth charm, Gordon Brown’s rugged seriousness: all these things began as refreshing virtues but became big handicaps. So, in that sense, what happened to Chamberlain and Eden was merely an exaggerated version of what happens to every prime minister. Indeed, perhaps it is only pushing it a bit to suggest, echoing Enoch Powell, that all prime ministers, their human flaws inevitably amplified by the stresses of office, eventually end up as failures. In fact, it may not be too strong to suggest that in an age of 24-hour media scrutiny, surging populism and a general obsession with accountability, the very nature of the job invites failure.

***

In Cameron’s case, it would be easy to construct a narrative based on similar lines. Remember, after all, how he won the Tory leadership in the first place. He went into the 2005 party conference behind David Davis, the front-runner, but overhauled him after a smooth, fluent and funny speech, delivered without notes. That image of blithe nonchalance served him well at first, making for a stark contrast with the saturnine intensity and stumbling stiffness of his immediate predecessors, Michael Howard and Iain Duncan Smith. Yet in the end it was Cameron’s self-confidence that really did for him.

Future historians will probably be arguing for years to come whether he really needed to promise an In/Out referendum on the UK’s membership of the EU, as his defenders claim, to protect his flank against Ukip. What is not in doubt is that Cameron believed he could win it. It became a cliché to call him an “essay crisis” prime minister – a gibe that must have seemed meaningless to millions of people who never experienced the weekly rhythms of the Oxford tutorial system. And yet he never really managed to banish the impression of insouciance. The image of chillaxing Dave, the PM so cockily laidback that he left everything until the last minute, may be a caricature, but my guess is that it will stick.

As it happens, I think Cameron deserves more credit than his critics are prepared to give him. I think it would be easy to present him as a latter-day Baldwin – which I mean largely as a compliment. Like Baldwin, he was a rich provincial Tory who posed as an ordinary family man. Like Baldwin, he offered economic austerity during a period of extraordinary international financial turmoil. Like Baldwin, he governed in coalition while relentlessly squeezing the Liberal vote. Like Baldwin, he presented himself as the incarnation of solid, patriotic common sense; like Baldwin, he was cleverer than his critics thought; like Baldwin, he was often guilty of mind-boggling complacency. The difference is that when Baldwin gambled and lost – as when he called a rash general election in 1923 – he managed to save his career from the ruins. When Cameron gambled and lost, it was all over.

Although I voted Remain, I do not share many commentators’ view of Brexit as an apocalyptic disaster. In any case, given that a narrow majority of the electorate got the result it wanted, at least 17 million people presumably view Cameron’s gamble as a great success – for Britain, if not for him. Unfortunately for Cameron, however, most British academics are left-leaning Remainers, and it is they who will write the history books. What ought also to worry Cameron’s defenders – or his shareholders, to use Roy Jenkins’s metaphor – is that both Chamberlain and Eden ended up being defined by their handling of Britain’s foreign policy. There is a curious paradox here, ­because foreign affairs almost never matters at the ballot box. In 1959, barely three years after Suez, the Conservatives cruised to an easy re-election victory; in 2005, just two years after invading Iraq, when the extent of the disaster was already apparent, Blair won a similarly comfortable third term in office. Perhaps foreign affairs matters more to historians than it does to most voters. In any case, the lesson seems to be that, if you want to secure your historical reputation, you can get away with mishandling the economy and lengthening the dole queues, but you simply cannot afford to damage Britain’s international standing.

So, if Brexit does turn into a total disaster, Cameron can expect little quarter. Indeed, while historians have some sympathy for Chamberlain, who was, after all, motivated by a laudable desire to avoid war, and even for Eden, who was a sick and troubled man, they are unlikely to feel similar sympathy for an overconfident prime minister at the height of his powers, who seems to have brought his fate upon himself.

How much of this, I wonder, went through David Cameron’s mind in the small hours of that fateful morning of 24 June, as the results came through and his place in history began to take shape before his horrified eyes? He reportedly likes to read popular history for pleasure; he must occasionally have wondered how he would be remembered. But perhaps it meant less to him than we think. Most people give little thought to how they will be remembered after their death, except by their closest friends and family members. There is something insecure, something desperately needy, about people who dwell on their place in history.

Whatever you think about Cameron, he never struck me as somebody suffering from excessive insecurity. Indeed, his normality was one of the most likeable things about him.

He must have been deeply hurt by his failure. But my guess is that, even as his car rolled away from 10 Downing Street for the last time, his mind was already moving on to other things. Most prime ministers leave office bitter, obsessive and brooding. But, like Stanley Baldwin, Cameron strolled away from the job as calmly as he had strolled into it. It was that fatal insouciance that brought him down. 

Dominic Sandbrook is a historian, broadcaster and columnist for the Daily Mail. His book The Great British Dream Factory will be published in paperback by Penguin on 1 September

Dominic Sandbrook is a historian and author. His books include Never Had It So Good: A History of Britain from Suez to the Beatles and White Heat: A History of Britain in the Swinging Sixties. He writes the What If... column for the New Statesman.

This article first appeared in the 25 August 2016 issue of the New Statesman, Cameron: the legacy of a loser