Evolution, Creationism, and the Battle to Control America's Classrooms

by Michael Berkman, Eric Plutzer

Who should decide what children are taught in school? This question lies at the heart of the evolution-creation wars that have become a regular feature of the U.S. political landscape. Ever since the 1925 Scopes “monkey trial” many have argued that the people should decide by majority rule and through political institutions; others variously point to the federal courts, educational experts, or scientists as the ideal arbiter. Michael Berkman and Eric Plutzer illuminate who really controls the nation’s classrooms. Based on their innovative survey of 926 high school biology teachers they show that the real power lies with individual educators who make critical decisions in their own classrooms. Broad teacher discretion sometimes leads to excellent instruction in evolution. But the authors also find evidence of strong creationist tendencies in America’s public high schools. More generally, they find evidence of a systematic undermining of science and the scientific method in many classrooms.

304 pages, Paperback

First published January 1, 2010

Reviews

[Daniel · Rating 4 out of 5]

A fascinating, though admittedly dry, review of the sociological and to some extents legal aspects of the evolution vs. creationism debate for inclusion in public education. Written by political scientists based on published and their own statistical research, the book doesn't cover the science of evolution to any great extent, nor the characterization of creationism or its ilk (intelligent design, eg). Instead the book focuses on some questions that can address assumptions or unknowns in the sociological aspects of this topic, such as:

what does the public actually favor? Who currently decides what is taught in public schools - politicians? the public? teachers? Are people who subscribe to evolution more intelligent? Better informed? How much does religion influence things? Or is it more cultural in general? Is the general public actually literate in science? Should an ignorant and misinformed public actually have the right to decide on important issues?

All these questions and more are addressed, some with results that seem obvious, but others that could be quite surprising and unexpected. In the end the book offers an excellent round-the-board primer on the issues at the heart of this conflict and suggest ways that that scientists and scientific governing bodies could work to improve the public's acceptance of evolution. Most notably it shows that the focus of effort shouldn't necessarily be on policy as it currently is, but instead on teachers who have the greatest impact.

[Steven Peterson · Rating 5 out of 5]

This book examines the politics of evolution in America's schools. The use of a number of data sets allows for issues such as the following to be explored: (a) general public opinion about evolution and creationism; (b) factors that affect citizens' views regarding evolution; (c) teachers' views on teaching biology.

Using the variety of data bases, the authors examine the political debate and conflict over what might seem like a scientific issue. But, that misses the point. The authors noted that there are cultural, religious, and social elements to the disagreement among those supporting evolution, those opposed, and those somewhere in between.

Because of the surveys of teachers, the authors are able to explore the role of teachers as "street level bureaucrats" in the teaching of biology. The survey results add an enormous component to this book.

The concluding chapter considers where the debate might go in the future.

All in all, a very important book on a major political divide in the United States.