Sometime this week, I read an article on the Daily Nation suggesting that it was improper to include the special creation theory in a topic of evolution taught in our secondary schools. It accused the syllabus developers of coming up with a syllabus that would only give rise to improper education of our biology scientists.
The author ardently believes Darwin's evolution theory and would not tolerate expression of contrary opinions, despite its glaring weaknesses.
Now, debates on evolution and creation have been around for ages and may not end any time soon. All the same, let me add my voice to the debate. More so, with respect to the inclusion of the special creation concept in the evolution topic in form four Biology books.
According to the author, Waga Odongo, prefacing the evolution theory with a contradictory special theory concept would result in improper education of Biology students. I do not agree with his reasoning and I will discuss why.
First, we need to know what real scientists are. Science is driven by inquisitiveness and plain curiosity. This has brought borne all we know about science and theories put forward to explain various phenomena. The evolution theory came up as a result of probing the origin of life and species. The urge to find out more, to find out the facts is what drives real scientists.
When the mind is subjected to conflicting ideas, it tries to study both ideas and understand them better. This replicates when the evolution theory is prefaced with a contradictory special creation idea. The student is presented with two competing views. In most cases, such a situation will prompt the learner to study and research more on the subject. Resulting in proper understanding and development of research capabilities.
During such studies and research, learners get to understand scientific concepts better including the weaknesses of theories. This contributes to universal development and understanding of scientific ideas.
On the contrary, when learners are only offered one concept or theory with no other opposing idea or outstanding weaknesses, they tend to take up the theory presented and consider it a fact without considering further studies and research on the subject. This kills the inquisitive nature of scientific research hence resulting in pseudo scientists who just plagiarise ideas without conducting their own research. The result is improper education and lack of contribution to scientific understanding of events and ideas.
Hence, the science curriculum developers in Kenya should retain the special creation theory right where it is. They could even include a few evidences of creation for a balanced treatment of the subject.
The only reason why evolution is still widely studied is because the other available alternative is evolution, which science cannot comprehend just yet.
The author is a Biology student at the Technical University of Kenya.
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