As I write this column, I'm flying from San
Francisco to New York City for three days of meetings at the American Museum of
Natural History on bringing the latest scientific data to the public via museums
and planetariums. I look forward to working with my colleagues. I'm also eager
to gaze again at their stunning collection of fossils and to travel to distant
locations in our universe at the Rose Center and the Hayden Planetarium, the
museum's digital planetarium. Both the fossil dinosaurs and the immersive
planetarium environment present concrete evidence that evolution is pervasive
throughout the natural world.
The universe evolved from the Big Bang
to systems of galaxies, stars, and planets; these, including Earth, continue to
evolve. Astronomers are teasing out the role of dark matter and dark energy.
Life on Earth goes back at least 3.5 billion years as evidenced by fossilized
stromatolites from Australia. Over that vast span of time, there's evidence that
life evolved from small single celled-organisms to the incredible diversity we
see today. Scientific research continues to discover additional evidence that
supports evolution as the fundamental description for how the physical universe
and life developed in the past and will continue to change in the
future.
Yet, teaching evolution remains
controversial in America.
Just now, I'm cruising at 35,000 feet
above the snow-laced landscape. The texture of the ground below reveals the
power of geologic forces. In California, Los Angeles moves inexorably toward San
Francisco at 3.5 cm per year. Anyone who has experienced an earthquake has a
personal understanding of the forces that drive geological evolution. At
altitude, the folds, rifts and fault lines reveal an evolving planet. In what's
called the range and basin region, the western mountain chains thrust upward and
great valleys drop between them. The vast central plains stretch slowly downhill
toward the East Coast from the heights of the Rockies. Over time, the ancient
inland ocean receded, revealing most of what is now the center of our continent.
More than erosion and weathering shaped this land. As the tectonic plates push
and grind together, our planet evolves. It takes a long time, but it makes sense
when seen from an airplane window.
Teaching the age and history of our
planet takes us back about 4.6 billion years; it is included in only 55% of our
50 State's science education standards.
Today, we find the fossil remains of
extinct creatures that wandered the shores of the ancient American sea high in
the Rockies and layered in the badlands of the US and Canada. The evolution of
life on our planet is evident in these layers of rock and fossil. In Africa,
fossil evidence of early hominids links us to ancestral species. Where did we
come from? We six billion humans find our biological genesis in these African
fossils.
Human evolution is included in the National Science Education Standards and the Benchmarks for Science Literacy, our national statements of the fundamental science concepts for grades K-12. The Standards and Benchmarks
describe the basics for scientifically literate citizens. At the state level,
politics overtake science education. Human evolution is included in only 8% of
the state science standards, and is therefore not required in almost all
American elementary, middle or high school science courses. ("The Emphasis Given
to Evolution in State Science Standards: A lever for Change in Evolution
Education?" Gerald Skoog, Kimberly Bilica, 2002) The evolution of the universe,
our solar system, and our planet fare somewhat better, but still do not appear
in almost half of the states' science standards. These standards drive the
content of textbooks and state achievement tests, and learning about evolution
is getting left out.
Evolution is fundamental to modern
biology, geology and astronomy. Ignoring or discarding fundamental scientific
understandings of the natural world does not prepare our children well for the
future. As America strives to "leave no child behind," it's time that evolution
is not left behind in our science classrooms.