Neuroscientists Issue Policy in Support of Teaching Evolution
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NR-03-04 (2/16/04). For more information, please contact Dawn McCoy at (202) 462-6688 or firstname.lastname@example.org.
NEUROSCIENTISTS ISSUE POLICY IN SUPPORT OF TEACHING EVOLUTION
WASHINGTON, DC February 16, 2004 – The Society for Neuroscience supports the teaching of evolution in science classrooms, according to a new policy statement released this week. The full policy statement is available at the Society Web site at: www.sfn.org/evolution.
In its official statement on teaching the origins of life, the Society recognizes that evolution is fundamental to understanding the study of the origins and diversity of living organisms. The Society opposes assertions that creationism or intelligent design theory are valid scientific alternatives to evolution.
“This policy statement is extremely timely given the existing pressures to block the teaching of evolution in K-12 science curriculum,” says Mahlon DeLong, MD, director of the Neuroscience Center at Emory University, and chair of the Society’s Government and Public Affairs Committee. “This is a major threat to our national preeminence in science and is no way to educate our citizenry or prepare future scientists.”
The theory of evolution is accepted with remarkable consensus in the scientific community. Evolution explains and supports findings in scientific areas ranging from botany to zoology and embryology to neuroscience. Findings from archaeology and molecular biology also support the theory of evolution.
“Scientists can differ in their interpretations of certain aspects of evolution, but these differences can be tested using the scientific method. Thus, the Society believes that teaching evolution is an essential component of modern science education,” DeLong says. “K-12 science education based on anything other than tested and accepted scientific theory is counterproductive to the education of America’s youth.”