Darwin’s theory of evolution by natural selection is central to modern biology, but is resisted by many people. This paper discusses the major psychological obstacles to accepting Darwin’s theory. Cognitive obstacles to adopting evolution by natural selection include conceptual difficulties, methodological issues, and coherence problems that derive from the intuitiveness of alternative theories. The main emotional obstacles to accepting evolution are its apparent conflict with valued beliefs about God, souls, and morality. We draw on the philosophy of science and on (...) a psychological theory of cognitive and emotional belief revision to make suggestions about what can be done to improve acceptance of Darwinian ideas. (shrink)

A variety of different arguments have been offered for teaching ‘‘both sides’’ of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.

Why is evolutionary theory controversial among members of the American public? We propose a novel explanation: allegiance to different criteria for belief. In one interview study, two online surveys, and one nationally representative phone poll, we found that evolutionists and creationists take different justifications for belief as legitimate. Those who accept evolution emphasize empirical evidence and scientific consensus. Creationists emphasize not only the Bible and religious authority, but also knowledge of the heart. These criteria for belief remain predictive of views (...) about evolution even when taking into account other related factors like religion, political affiliation, and education. Each view is supported by its own internally specified criteria for what constitutes a justified belief. Changing minds may thus require changing epistemic norms. (shrink)

Many people feel the pull of both creationism and evolution as explanations for the origin of species, despite the direct contradiction. Some respond by endorsing theistic evolution, integrating the scientific and religious explanations by positing that God initiated or guided the process of evolution. Others, however, simultaneously endorse both evolution and creationism despite the contradiction. Here, we illustrate this puzzling phenomenon with interviews with a diverse sample. This qualitative data reveals several approaches to coping with simultaneous inconsistent explanations. For example, (...) some people seem to manage this contradiction by separating out ideological claims, which prioritize identity expression, from fact claims, which prioritize truth. Fitting with this interpretation, ambivalent individuals tended to call explanations “beliefs”, avoid mention of truth or falsity, and ground one or both beliefs in identity and personal history. We conclude with a brief discussion of the affordances of this distinction. (shrink)

The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...) of emotional likes and dislikes. Standard introductory texts (e.g., Bowie 2004; Vardy and Grosch 1999) on the subject of ethics rarely mention Darwin or Darwinism (Mepham 2005 is a useful exception) possibly mindful of the fact that the relationship of evolutionary biology to moral questions has had a troublesome history. The effect of this has been that whole generations of moral philosophers have given the biological sciences a wide berth and consequently often remain poorly informed about recent advances in evolutionary thought and the neurosciences. On the other hand, scientists have developed interesting models of the evolution of the moral sentiments and are using new imaging techniques to explore the centres of the brain associated with emotion and motivation, but many have been fearful of committing the naturalistic fallacy and so have steered clear of extrapolating their findings to ethical questions. No one after all wants to be seen to be committing an elementary logical blunder. But in the last 20 years, evolutionary biologists have regained the confidence to explore the implications of evolution for the study of ethics (de Waal 1996; Wilson 1998; Wright 1994; Greene 2003). This paper is designed to encourage those entrusted with the teaching of ethics to be open to the potential of Darwinism as a source of ideas on the origins and status of ethical thought and behaviour. It is also hoped that it will illustrate for science educators the enormous explanatory power inherent in Darwinian thought. (shrink)

We describe an error type that we call the naturalizing error: an appeal to nature as a self-justified description dictating or limiting our choices in moral, economic, political, and other social contexts. Normative cultural perspectives may be subtly and subconsciously inscribed into purportedly objective descriptions of nature, often with the apparent warrant and authority of science, yet not be fully warranted by a systematic or complete consideration of the evidence. Cognitive processes may contribute further to a failure to notice the (...) lapses in scientific reasoning and justificatory warrant. By articulating this error type at a general level, we hope to raise awareness of this pervasive error type and to facilitate critiques of claims that appeal to what is “natural” as inevitable or unchangeable. (shrink)

Debates about evolution and creation inevitably raise philosophical issues about the nature of scientific knowledge. What is a theory? What is an explanation? How is science different from non- science? How should theories be evaluated? Does science achieve truth? The aim of this chapter is to give a concise and accessible introduction to the philosophy of science, focusing on questions relevant to understanding evolution by natural selection, creation, and intelligent design. For the questions just listed, I state what I think (...) is the best available answer and show how it applies to debates about evolution and creationism. I also indicate alternative answers that are preferred by other philosophers. I hope that the result will be useful for science educators and anyone else involved in controversies about evolution and creation. (shrink)