Frank Laird, of the University of Denver and a faculty affiliate of our Center, has a thought-provoking essay on the teaching of evolution over at the CSPO website titled, “Total Truth and the Ongoing Controversy Over the Teaching of Evolution.” Here is how he starts:

The 2005 legal decision in Dover, PA, and the elections for the Kansas State Board of Education, are only the most visible recent skirmishes in the controversy over teaching alternatives to evolution in public schools. Discussions of this controversy mix and sometimes confuse three distinct and separate, though related, processes: what teachers teach, what students learn, and what citizens believe. In a recent Pew poll (2005, pp. 1-2), 42% of Americans said they believed “that life on earth has existed in its present form since the beginning of time.” Proponents of teaching evolution often point to such data as evidence that evolution needs stronger support in the classroom to ward off anti-science trends in society.

However, thinking that you can change what citizens believe by changing what teachers teach is too big a conceptual leap. While there is certainly a relationship between teaching, learning, and belief, it is by no means simple or linear. By separating those processes out we can better understand them. The study of what citizens believe is a huge social question. Scholars have compiled huge amounts of polling data on what citizens believe, though interpreting that data comes with problems, such as assuming that belief is measured by response to questions instead of processes that get citizens to reflect and deliberate on questions. But in any case we know more about what people believe that why they believe it. While formal high school education may have some influence, so will family background, religious affiliation, occupation, race, income, and a host of unquantifiable cultural beliefs and ways of sorting true from false claims, what Sheila Jasanoff has called civic epistemology (Jasanoff 2005).

The second process, what students learn in biology class is a pedagogical question, one that those who study science teaching and learning are most qualified to answer. Anyone who teaches knows that there is not a simple relationship between what teachers teach and what students learn. Does discussing intelligent design (ID) lead to students learning less or more about evolution?

This Perspective focuses on what teachers teach. This in fact is the nub of the evolution controversy and viewing it as an institutional question can help to clarify the issues surrounding it. Strengthening the institutions that govern what teachers teach is both politically more feasible and ethically more defensible than trying to change what citizens believe.

Read the whole thing here.