Almost a third of teachers think creationism should be taught on a par with evolution, according to the Times.

Of the 1,200 questioned, 53 per cent thought that creationism should not be taught in science lessons, while 29 per cent thought it should.

OK, a third is some serious rounding up from 29%, but the 29% figure itself is quite scary. It suggests that 29% of teachers are either stupid or batshit crazy, which isn’t encouraging. After all, these people have made their way through years of school and higher education to get to become teachers.

It’s certainly evidence for how far ID /creationism has penetrated the UK.

Hoping to find that the poll was conducted by AIG in a few church schools, I am shocked to find that this comes from Teachers TV (to which the Times added an ill-advised pedantic apostrophe, not used by the station itself.)

As you might expect from the name, Teachers TV is mainly worthy but dull (Key stage x in subject blah) but it sometimes has some fascinating content. (I’ve accidentally caught programmes on neuroscience and Turkish tiled architecture, when randomly clicking through the cable channels.) They are currently featuring “Evolution week” on their site. So these poll results don’t seem to be skewed in favour of a creationist agenda.

Which makes the 29% depressingly possible. Worse 18% of a sample of 248 science teachers (albeit a small sample, skewed by respondent bias) thought evolution and creationism should have equal status

Teachers TV interviewed Dr Adam Rutherford (podcast editor for Nature)

Dr Rutherford says that science teachers with those views need retraining or should be taken out of the classroom if they refuse to change their opinion.

That seems as uncontroversial as saying that a domestic science teacher who can’t boil an egg should be retrained or sacked.

However, it brought up quite a furious response in some comments on the Teachers TV site (among the rational ones, that said that phrenology and astrology weren’t taught in science classes either.)

For example, edinburgh4 said that his/her creation group had PHD-qualified speakers and:

the idea that unintelligent design (naturalism) can be falsified while at the same time intelligent design cannot is logically untenability [sic] and morally dubious. If a design did not come from an unintelligent source there is only one conclusion left. Excluding special creation from discussion leaves evolution as the only option this is hollow victory. More and more the public are seeing it as such.

oeditor replied, disputing the “qualifications” of these speakers:

Professor McIntosh may talk about birds but he is an engineer, not a biologist. Nor is he a geologist, as can be seen from his claim that the Grand Canyon was formed by Noah’s flood – “probably in matter of hours”. He isn’t a historian or a linguist either, despite having produced a DVD claiming that the Chinese ideographic script provides evidence of the Tower of Babel.
What he is – and he proclaims this proudly – is a committed Christian who believes that the biblical account of creation in Genesis is to be taken literally and that it happened about 6000 years ago. Everything he and his fellow creationists claim stems from that one premise and nothing else.

Nullius in Verba said

The issue is not whether Creation should be taught in science lessons. The issue is how genuine scientific thought and debate should be encouraged. Stifling the debate as Adam Rutherford suggests is a recipe for tyranny and there is a great danger of insisting that atheism is the only paradigm in which to conduct science (patently not true when one considers the greats like Faraday and Boyle of earlier centuries).

It is even more disturbing that teachers don’t seem to have a basic grasp of logic than that they think it’s reasonable to teach creationism in science classes.

This “stifling the debate” is a common but deeply flawed creationist argument. There are a million to the power of a million possible theories about the nature of life.

Indeed you could produce alternative theories about anything. I could try to get a cup of coffee by standing on one leg, putting a cat on my head, facing magnetic north and chanting “Ding McChing.” It probably wouldn’t work but who knows if they haven’t tried it? If I was undergoing barista training for a chain of coffee bars, I wouldn’t expect them to allow that as an alternative to switching on the machines, grinding the beans and so on. Or if there was really relativist manager who’d let the trainee baristas discuss their own theories, wouldn’t they have to try out the sacrifice of a young goat with a silver knife, if someone else liked that idea? of course, you might have to wait a few millenia for a double espresso.

I can’t see the difference here at all. Some theories have been proven to work through experiment. Until there are theories that work better, it would be slack not to teach people the ones with the empirical backup.

I think Terry Pratchett has at least one (science?) degree. In his Diskworld books, a flat earth is carried on the backs of giant elephants standing on the back of a turtle. What if some of his readers don’t understand the concept of “fiction”? (Not unlike the average fundy) Surely this theory should be discussed in science classes? Respectfully, as a legitimate alternative to geography, in case any of the students’ parents believe it, of course.

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Update
Read more about this on the excellent Opinion of a Minion blog