Title: Why Teach Evolution? | National Center for Science Education
Headings: Why Teach Evolution?
Why Teach Evolution?
What is biological evolution?
What about macroevolution?
Why is evolution mandated in science education standards?
Isn’t evolution only a theory?
Why are no other theories required in the science education standards?
What about other scientific "theories of origins?"
Isn’t evolution controversial?
What about dissenting scientists?
What about critical thinking?

Content: Other, advanced theories, such as quantum theory, or unsettled ones, such as super-string theory, are less likely to be included. To be included in standards, theories generally must satisfy all three of these criteria: ( a) are recognized by the scientific community as settled because of their consistent performance in supporting research for some time; ( b) are fundamental to a field of study because they form a unifying framework to help us understand important issues in that field; and (c) can be presented to and understood by students in public schools at various ages because they have the necessary content background and analytical skills to understand them. Not every scientific theory meets all three of these criteria, and those that do not meet all three will not usually appear in the curriculum at this level of study. u000bu000b
What about other scientific "theories of origins?" u000bu000b
A main goal of the science education standards is to teach students how to form questions for successful scientific inquiry. This question is an example of how a misunderstanding of the process of science can undermine this goal. There is no competing scientific theory for the pattern of diversity of life on earth.