Creationism in Wellington schools

- 1 February 1991

A report of a survey conducted in 1988

In order to ascertain to what extent Creationist ideas and influence have penetrated secondary school science courses, we sent the following questionnaire to secondary schools in the Wellington region.

1. Approximately how many hours are devoted to the teaching of evolution in your school and what proportion of pupils are taught it?

2. Are Creationist ideas being taught at your school as part of a science course?

3. Do any science teachers in your school use Creationist literature with their classes?

Results of questionnaire

Nine replies were received from about 35 schools circulated. Although this provides only a small sample, and few generalisations can be made, the replies represent a good cross section, from central city large schools to “suburban” schools, and single sex and co-ed schools.

Most teachers made no comment of any concern they may have felt about the influence of Creationism in our schools, but 2 teachers specifically stated they felt there is a problem and that they are concerned about it. Most teachers expressed confidence that their 7th form pupils were able to decide for themselves on the merits or otherwise of the Creationist arguments, but one teacher specifically stated a concern that some pupils had already been “indoctrinated” and that few pupils had “the scientific background to adequately evaluate Creationist literature”. Two schools said their science teaching staff included a Creationist (and a third school, from which no reply was received, is known to us). Hence, 3 out of 10 schools have Creationists on their science teaching staff.

Evolution is clearly absent altogether from lower Form (Forms 3-5) courses, and comprises a minor part, if any, of the 6th Form Biology course. In Form 7 it constitutes a major part (generally 20-25 hours) of the Biology course, which is taken by about 20-30% of the 7th Form. This presumably represents about 3% of the school role.

In total, 4 of the 9 schools expose their pupils to Creationist ideas in the teaching of evolution—generally as a “stimulus for discussion” but, in 2 cases, to show there are “alternatives that many people accept”. Students are encouraged to discuss the question and to “decide for themselves”. Two mentioned that they had taken classes to hear Dr Wilder-Smith (a prominent Creationist spokesman) talk, during his recent visit to New Zealand.

Comment

If the small sample is representative of Wellington schools, it seems that secondary school courses are relatively little influenced by Creationist ideas. However, there are some worrying aspects of the survey. The chief of these is that the Creationist notion of the origin of species (and of the age and origin of the Earth and Universe) is presented in several schools as an alternative to the scientific theories for these questions. This has the effect of raising the status of what is really a religious belief to that of a scientific theory, a debating trick exploited by the Creationists themselves. Unless the distinction between science and pseudo-science is taught in schools, will the pupils be able to make the distinction? It seems that some of the teachers do not clearly see the distinction themselves.

On the other hand, we would argue that ideas on special creation are an interesting topic for discussion in schools, within the context of comparative religion, or religious studies. It is only when they are presented in the guise of a scientific debate that we need feel concern.

Because of the small size of the sample, we cannot draw firm conclusions about the extent to which Creationist ideas are being introduced in science courses in our schools. However, there seems to be little cause for undue concern at this stage. Two teachers asked about teaching kits that could be used by teachers for discussion of the issue, and we as scientists clearly have an obligation to provide such material.

Roger Cooper (Paleontologist, NZ Geological Survey)

Gordon Hewitt (Biologist, School of Health Sciences, Central Institute of Technology)

Frank Andrews (Astronomer, Carter Observatory)

Dave Burton (Zoologist, Victoria University)