Knowledge of science can have a great impact on social and political policy. Students need to be told, clearly and directly, what statements are supp… - Philip Kitcher

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Knowledge of science can have a great impact on social and political policy. Students need to be told, clearly and directly, what statements are supported by the available evidence. It is not the teachers function to offer instead a contrived and unresolved “debate” in which one of the parties is an ill-defined position that lacks any evidence in its favor. To represent as equal ideas of unequal merit is to mislead and confuse. Because the consequences of so deceiving the students may be their later inability to perform their duties as conscientious and informed citizens, such educational practices ought to be recognized for the irresponsible charades they are.

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About Philip Kitcher

Philip Stuart Kitcher (born 20 February 1947) is a British philosophy professor who specializes in the philosophy of science, the philosophy of biology, the philosophy of mathematics, the philosophy of literature, and more recently pragmatism.

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Alternative Names: Philip Stuart Kitcher
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All the Creationists’ major objections have now been examined. What appear, at first glance, to be imposing obstacles turn out, on closer inspection, to be conjuring tricks employing inaccuracy, misrepresentation, dazzling numbers, and layers of confusion. As a teacher, I sometimes wonder after an exam why some students became confused on a particular point, and I try to understand how my presentation or the formulation in a book could have misled them. In the case of the Creationist authors we have studied, there is no great difficulty in seeing how muddles arise. They want to use scientific data and scientific principles to attack evolutionary theory. So they skim, searching for ammunition. When they find a claim that seems to be at variance with evolution, they seize it as a trophy to bring back to the Institute for Creation Research for public display. If they actually tried to understand the terrain they scavenge, they would have learned some interesting science. Instead, they seem to acquire only the most tenuous grasp of complex theories and then offer their muddled caricatures of important scientific works to as wide an (inexpert) audience as they can reach. (It is possible, of course, that their understanding is greater than that revealed in their confused discussions. But I am loath to accuse them of perverting ideas that they actually comprehend.)

Much of the discussion consists in ignoring the main point. Thus Morris mentions recent discoveries of biochemical similarities among organisms. This is a striking new success for evolutionary theory. Animals that share a recent ancestor turn out to have proteins with similar structures. (For example the α chains of globin molecules are identical in humans and chimpanzees; human α globin chains differ from those of horses by 18 amino acids, and from those of carp by 68 amino acids.) Evolutionary theory provides clear explanations of the numerous relationships unearthed by molecular techniques. What does Morris have to say about this? Nothing relevant.

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