By Samuel Liaw
On Fri., Sept. 19, the Department of Biological Sciences’ featured Dr. Massimo Pigliucci, a prominent professor of Botany, Ecology and Evolution from the University of Tennessee, who presented “Denying Evolution: Creationism, Scientism, and the Nature of Science.”
Dr. Pigliucci discussed the misconceptions and difficulties evolutionists face from the general public. The root of the problem, he said, is various forms of anti-intellectualism, scientism and the present science education systems in schools.
"It is important that we face and also understand these problems," said Dr. Pigliucci. "This will help us with our progress in science, and choosing to ignore them will only hinder us."
Examples of anti-intellectualism are anti-rationalism and unreflective hedonism.
Anti-rationalism is connected with religious fundamentalism and ideology, and that evolution contradicts the literal interpretation of the Bible.
Unreflective hedonism is the result of the media and mass entertainment portraying science as extremely hard work and utmost boredom. These two examples hinder the growth of evolutionist thought and progress, according to Dr. Pigliucci.
Scientism is another major problem for evolutionists.
"It is the idea that the scientific method is the most powerful tool to investigate reality, and the proposition that science can potentially solve any problem if given enough time and resources," explained Dr. Pigliucci.
However, he added, evolution is a complex field of science, and does not offer answers to questions such as how the universe began or the exact process of how humans evolved.
The present science education in our public schools also proved to be a major problem.
"It is largely due to the fact that taxpayers are funding the public schools, so education must be democratic," said Dr. Pigliucci.
Dr. Pigliucci added the public tells the government and teachers what they can and cannot teach. Since the general public does not lend its complete support to evolution, this leads to a major problem.
"By the same token, you pay the surgeon who operates on you, so should you therefore tell him where to cut?" asked Dr. Pigliucci.
"We need to realize that science is a process, not just a body of knowledge. It demands an open-ended inquiry," explained Dr. Pigliucci, adding the solution is to improve science teaching in school.