Third of teachers believe creationism should have the same equivalence as evolution in class

Nearly a third (31.1%) of teachers agree that creationism or intelligent design should be given the same status as evolution in the classroom, according to a poll of over 1200 Teachers TV ‘Associates’. The poll, published to coincide with a week of programming dedicated to the evolution debate, also revealed that nearly a third (30.1%) of schools already consider creationism or intelligent design to some extent during science lessons.

Commenting on the results, Andrew Bethell, Chief Executive of Teachers TV, said:

“This poll data confirms that the debate on whether there is a place for the teaching of creationism in the classroom is still fierce. Although over half (50.4%) of teachers either disagreed or strongly disagreed with the idea that creationism should be given the same status as evolution, there is a significant minority who believe that it should be given equal weight.

“Nearly half (49.9%) of teachers also agreed with Professor Michael Reiss’ sentiment that excluding alternative explanations to evolution is counter-productive and alienates pupils from science.

“Perhaps most telling is the fact that, almost 9 out of 10 (87.9%) teachers take the pragmatic view that they should be allowed to discuss creationism or intelligent design in science, if pupils raise the question.”

Terry Sanderson, president of the National Secular Society, said: “The findings in this survey are extremely alarming. It seems that such is the sensitivity around religion in schools now that pupils with fundamentalist ideas are able, in some circumstances, to force their beliefs into science lessons.”

Mr Sanderson continued: “Although teachers should be allowed to challenge and respond to such ideas when pupils raise them, they should also make clear that they have no place in science. Creationism is a religious idea that is fixed and immutable, evolution is research and evidence-based and subject to constant development. The idea that the two approaches have some sort of equivalence in science lessons is something that must be stamped on hard. It is time for the Government to issue instructions to schools that creationism is not to be given credence in science lessons. The place to discuss it is in religious education classes.”

7 November 2008