Does Nothing in Biology Make Sense
Except in the Light of Evolution?
|
Author: Jerry Bergman |
Essays by
Author |
The dean of American biology, Theodosius Dobzhansky (1900-1975), claimed that “evolution” is the cornerstone of biology and is central to an understanding of both living and extinct organisms. His statement that “nothing in biology makes sense except in the light of evolution” has been repeated in hundreds of articles arguing for a central place for Darwinism in all areas of science education, including medicine, agriculture and biotechnology (for example, see Antolin and Herbers, 2001, p. 2379). A Google.com search alone revealed over about 40,000 hits for this single quote. Consequently, Darwinists argue, evolution must be a central part of all public school and college life science classes. In the words of the National Academy of Science, evolution is “the most important concept in modern biology, a concept essential to understanding key aspects of living things” (1998, p. viii, emphasis mine). Why is this claim made? Prosser concludes that it is because
The Origin of Species has had more influence on Western culture than any other book of modern times. It was not only a great biological treatise, closely reasoned and revolutionary, but it carried significant implications for philosophy, religion, sociology, and history. Evolution is the greatest single unifying principle in all biology (1959. p. 539).
Dawkins notes that without Darwinism
biology is a collection of miscellaneous facts. Before they learn to think in an evolutionary way, the facts that the children learn will just be facts, with no binding thread to hold them together, nothing to make them memorable or coherent. With evolution, a great light breaks through into the deepest recesses, into every corner, of the science of life. You understand not only what is, but why. How can you possibly teach biology unless you begin with evolution? How, indeed, can you call yourself an educated person, if you know nothing of the Darwinian reason for your own existence? (2002, p. 58).
Although Darwinists often talk about the central importance of “evolution” in gaining a basic understanding of the natural world, my research reveals that the daily work of both scientific education (and in most scientific research), evolution is rarely mentioned or even a concern. This has been my own experience as a research associate involved in cancer research in the department of experimental pathology at the Medical College of Ohio and a college professor in the life and behavioral science area for over 30 years. As Conrad E. Johanson, Ph.D. (Professor of Clinical Neurosciences and Physiology and Director of Neurosurgery Research at Brown Medical School in Rhode Island) noted, in the world of science research on a day-to-day basis, scientists
rarely deal directly with macroevolutionary theory, be it biological or physical. For example, in my 25 years of neuroscience teaching and research I have only VERY rarely had to deal with natural selection, origins, macroevolution, etc. My professional work in science stems from rigorous training in biology, chemistry, physics, and math, not from world views about evolution. I suspect that such is the case for most scientists in academia, industry, and elsewhere (2003. p. 1).
The renown carbene chemist, Professor emeritus Dr. Philip Skell of Pennsylvania State University, did a survey of his colleagues that were “engaged in non-historical biology research, related to their ongoing research projects” and found that the “Darwinist researchers” he interviewed in answer to the question “Would you have done the work any differently if you believed Darwin's theory was wrong?” found that the answers “for the large number” of those persons he questioned, “differing only in the amount of hemming and hawing” was “in my work it would have made no difference,” and some added they thought it would for others (2003. p. 1). Of interest is Molecular, Cell and Development Biology majors at Yale University graduate school will no longer be required to take courses on evolution (Hartman, 2003).
A Survey of Textbooks
Having taught biology, psychology and related courses at the college level for the past 30 years, I evaluated this claim by examining the content of the major textbooks that we have used in teaching science courses. Most of the biochemistry/molecular biology, genetics, and cell biology texts we have used never, or hardly ever, mentioned Darwinism. The only course that covers it in any detail is Biology 101 and Anthropology (and even in these classes, in my experience, many instructors skip this section). Even those chapters labeled “evolution” often spend much time covering non-evolution topics, such as basic genetics, human development, population genetics, and similar areas. None of the anatomy and physiology textbooks we have used ever mentioned evolution. The only reference to it in the microbiology texts we have used is the development of bacterial resistance (which is not a problem for creationists).
Table I: The College Natural Science Texts I Have Used in the Past
20 Years and their evolution coverage
|
Text |
Biological Evolution Content |
|
1. Introduction to Biology |
|
|
Biology (Sylvia Mader) |
A total of 4 chapters cover evolution out of 51, occasionally mentioned in the other 47 chapters. |
|
Life (Ricki Lewis, et al.) |
One unit on evolution (5 chapters out of 45), occasionally mentioned elsewhere. |
|
Essential
Biology. Campbell,
Reece, and |
Mentions Darwinism in almost every chapter, and one whole unit on evolution (unit 3, chapters 13 to 17 plus parts of chapter 18). |
|
2. Anatomy and Physiology |
|
|
Anatomy and
Physiology
(Hole, et al.) |
None. |
|
Principles
of Anatomy and
Physiology |
None. |
|
3. Biochemistry/molecular Biology |
|
|
Biochemistry,
A Foundation
(Peck Ritter) |
A few sentences or very short paragraphs added, seemingly as an afterthought, in a few sections. |
|
General,
Organic, and Biochemistry |
None. |
|
General,
Organic, and Biological Chemistry |
None. |
|
Foundations
of Life: An Introduction of General, |
None. |
|
Fundamentals
of General, Organic, and Biological
|
None.
|
|
4. Microbiology |
|
|
The
Microbial Perspective
(Nester, et al.) |
Mentioned only in relationship to bacterial resistance. |
|
Microbiology (Jacquelyn Black) |
Microevolution briefly discussed (such as in the section of the development of bacterial resistance). |
|
5. Genetics |
|
|
Human
Genetics (Ricki
Lewis) |
Parts of 1 chapter out of 22, a few sections elsewhere. |
|
6. Zoology |
|
|
College
Zoology (Richard
Boolootian and Karl |
One chapter (chapter 41, pp. 664-686); also mentioned in a few other places. |
|
Zoology (Hickman et al.) |
Parts of 1 chapter and short sections in several other chapters out of 38 chapters. |
|
7. Anthropology |
|
|
Anthropology (Ember and Ember) |
Parts of 5 chapters out of 22 chapters |
|
Anthropology (Konrad Kottak) |
Major parts of 3 chapters and small sections of 2 other chapters out of 25 chapters |
|
8. Chemistry |
|
|
Fundamentals
of Chemistry (Ralph
Burns) |
None. |
|
Chemistry
and Society (Jones et
al.) |
None. |
|
9. Geology |
|
|
Essentials
of Geology (Chernicoff
and Fox) |
Rarely mentioned. Coverage mostly in last chapter. |
|
10. Physical Science |
|
|
Physical Science
Principles and Applications |
None. (Mentioned only once on page 320 in reference to DNA.) |
Discussion
Judging by these textbooks, Darwinism is often totally ignored in most science classes. Judging by my review of new textbooks, the content in especially introductory textbooks is increasing, probably in response to the intelligent design and creationist movements. Because I have much interest in the subject, I usually cover it in more depth than, in my experience, is usual. Many of the instructors at the colleges where I have taught totally ignore the sections on evolution, partly because there is too much other material that must be covered and something has to be cut—and most elect to skip evolution because it is one of the least-important subjects in most majors. How many health care workers need to understand Darwin theories? (No concern exists over development of antibody resistance, something I stress in my microbiology class.) In short, at least judging by the major textbooks used, the often repeated claim about Darwinism being central to natural science is not true.
If, as Dobzhansky stated, “nothing in biology makes sense except in the light of evolution” (1972 emphasis added), why is it rarely, if ever, mentioned in most natural and physical science books? And we usually use the leading college texts in each area (for example, the A&P text we use is the 10th edition of Hole, a standard text). And why is it a minor topic even in most introductory to biology books that cover the subject in more depth than most all other courses except formal classes on evolution? Also, while developing a college-level course on evolution, I surveyed most 4-year colleges and universities in Ohio and many in Michigan. I found that, for biology majors, at most only one class in evolution was required (and all schools surveyed used the same text, that by Freeman and Herron, a fairly good text that I also considered for my own class, which is now being developed).
Coverage of Darwinism in my Science College Course Work
I also reviewed all of my graduate and undergraduate college course work in science to determine the amount of time spent on Darwinism. I found that during my biology/natural science education, which entailed over 8 years of full-time college, Darwinism was rarely mentioned. For my graduate work in biomedical science, it never came up except to note that a gene was “evolutionary conserved” (meaning only that the gene sequence is very similar in most life forms, both advanced and primitive). Because this is a topic in which I am very interested, whenever it was discussed, I listened attentively and would have remembered if it was discussed in the class. Even in the course that I took on evolution (I still have detailed notes taken in this class so can verify this) covered mostly the history of the creation evolution conflict, genetics, animal breeding and related topics.
The review includes course work taken at Wayne State University, Medical College of Ohio, Bowling Green State University, University of Wisconsin, Miami University (Oxford, OH), University of Toledo, University of California, Berkeley, and several other colleges. All hours were converted to quarter hours, and some classes are in process.
|
Number |
Course Title (Credits.) |
Darwinism content |
|
|
Biology/Science |
|
|
BIO 0161 |
Anatomy & Physiology I (5) |
None |
|
BIO 0162 |
Anatomy & Physiology II (4) |
None |
|
BIO 0151 |
General Biology I (6) |
Some in chapter II of text (Kimball) |
|
BIO 0152 |
General Biology II (6) |
All of chapter VII (p. 540-614) but was not covered in class |
|
BIO 0507 |
Genetics (4) |
Mentioned briefly (the professor often mocked creationists) |
|
BIO 0220 |
Introduction to Microbiology (4) |
None |
|
BIO 0271 |
Comparative Vertebrate Zoology (6) |
Almost none |
|
BIO 0509 |
Evolution (4) |
Topic of class, mostly covered history, genetics, and other topics that did not review evidence for the theory |
|
BIO 137 |
Surface Phenomena in Physical and Biological Systems (4) |
None |
|
PSY 0330 |
Psychophysiology (4) |
None |
|
HYG 0281 |
Individual Hygiene (3) |
None |
|
PER 0172 |
First Aid (4) |
None |
|
SCE 3561 |
Science in the Elementary Schools (4) |
None |
|
GEG 0652 |
Field Study (4) |
None |
|
GEG 0390 |
Directed Study (2) |
None |
|
PHY 0191 |
Physics and Astronomy (4) |
None |
|
GSC 0156 |
Physical Science/Chemistry (4) |
None |
|
GEO 0110 |
World and Regional Geography (4) |
None |
|
GEO 0210 |
Elements of Geography (4) |
None |
|
U420-100 |
General Geology (4) |
None |
|
U640-100 |
Meteorology (3) |
None |
|
U736-101 |
Introduction to Philosophy (5) |
Discussed very briefly in several units |
|
U224-103 |
General Chemistry I (4) |
None |
|
U224-104 |
General Chemistry II (4) |
None |
|
CHM 698.0 |
Organic Chemistry (3) |
None |
|
CHM 698 |
Topics in Biochemistry Technology (3) |
None |
|
20.879 |
Basic and Advanced Light Microscopy (4) |
None |
|
PSY 0490 |
Biology of Learning (4) |
None |
|
BIO 2805 |
Substance Abuse (3) |
None |
|
U694-132 |
Nutrition Today (4) |
None |
|
NV 0502 |
Topics in Nutrition (8) |
None |
|
BIO 0332 |
Nutrition and Health Habits (3) |
None |
|
BIO 0523 |
Studies in Literature (Biological Evolution) (4) |
Topic of class |
|
BIO 0507 |
Evaluation Concepts and Methods (Eugenics) (12) |
Topic of class |
|
BIO 0508 |
Biometry (12) |
None |
|
BIO 0515 |
Human Development (Brain & Communication) (8) |
None |
|
BIO 0521 |
Holism, Concept: Its Origins and Implications (4) |
None |
|
BIO 0522 |
Ecology (4) |
None |
|
BIO 0523 |
Health and Healing Perspectives (4) |
None |
|
BIO 0507 |
Parasitology (4) |
None |
|
BIO 0573 |
Neuroscience (4) |
None |
|
BIO 0503 |
Cell Ultrastructure (4) |
None |
|
BIO 0502 |
Cell Biology (4) |
None |
|
MM 0311 |
Materials and Methods (3) |
None |
|
MM 0512 |
Doctoral Supplement: Materials and Methods (1) |
None |
|
IS 0542 |
Ph.D. Diss. (noninvasive biology research/diagnostic Techniques) (12) |
None |
|
10.651 |
Basic Science Interdepartmental Seminar (1) |
Mentioned briefly |
|
03.521 |
Recombinant DNA Methodology (2) |
None |
|
156898.02 |
Computed Tomography (4) |
None |
|
03.673 |
Research in Biochemistry (14) |
None |
|
03.657 |
Readings in Biochemistry (2) |
None |
|
03.672 |
Current topics in Biochemistry (3) |
None |
|
03.672 |
Current topics in Biochemistry (2) |
None |
|
20.886 |
Transmission Electron Microscopy (5) |
None |
|
20.877 |
Scanning Electron Microscopy (4) |
None |
|
15.889.09 |
Radiology: Magnetic Resonance Imaging (4) |
None |
|
CHM. 698 |
Separation Science (3) |
None |
|
20.611.01 |
Human Genetics (3) |
None |
|
15.898.02 |
Computer Tomography (4) |
None |
|
20.673 |
Research, Biomedical Science (4) |
None |
|
50.699 |
Thesis Research (8) |
None |
|
50.699 |
Thesis Research (4) |
None |
|
10.672 |
Current Topics in Pathology (Cancer) (4) |
None |
|
IND1500 |
Structure and Function of Normal Body (12) |
None |
|
IND1699 |
Thesis Research (10) |
None |
|
CHM 699.7 |
Research in Chemical Education.(1.5) |
None |
|
NERS 856 |
Readings in Neural Science. (1.5) |
None |
|
DENT 656 |
Readings in Oral Biology. (1.5) |
None |
|
PUBH689 |
Independent Study in Environment Health. (4) |
None |
|
CHM 698.M |
Risks and Choices (5) |
None |
|
OCCH 501 |
Occupational Health (4) |
None |
|
CHM 699V |
Industrial Chemistry follow-up (1.5) |
None |
|
PUBH 601 |
Public Health Epidemiology (4) |
None |
|
OCCH 673 |
Research in Occupational Health (4) |
None |
|
PUBH 603.01 |
Advanced Epidemiology (4) |
None |
|
CHM 698.P |
Foods and Flavors (3) |
None |
|
CHM 698.T |
Science of Pyrotechnics (3) |
None |
|
PUBH 698 |
Capstone Seminar (4) |
None |
|
HEAL 6600 |
Health Behavior (4) |
None |
|
PUBH 605 |
Intro to Environmental Health (4) |
None |
|
PUBH 696 |
Public Health Internship (3) |
None |
|
CI 5950 |
Foundations of Grant Writing (4) |
None |
|
PATH 620.10 |
Principles of Toxicology (4) |
None |