Colleen Dawson reviews
The Architect and the
Scaffold, Evolution and
Education in South Africa edited by Wilmot James and
Lynne Wilson
(Human Sciences Research Council and New Africa Education, R115)
The theory of evolution and related topics were excluded from school syllabuses at all levels until Curriculum 2005 was implemented. As the new Further Education and Training (FET) curriculum is implemented it will be essential for biology and science teachers to understand the theory of evolution as a thoroughly researched and tested body of knowledge which forms the best scientific explanation available for observable phenomena.
Teachers of intermediate and senior phases also need to understand and teach some of the building blocks of evolution. In the Revised National Curriculum Statements (RNCS), there are topics such as the rich fossil history of South Africa, one area that relates to evolutionary theory.
Teaching the theory of evolution not only involves scientific understanding of the research and knowledge base for it. Many people from different religious groups feel that an understanding of human evolution is incompatible with their religious beliefs.
Challenges like the teaching of evolution are explained in The Architect and the Scaffold . The chapters in the book are from papers given at a Colloquium on Science and Evolution in the Fullness of Life, held in Stellenbosch in June 2002. The first paper by sociologist Jeffrey Lever, is called ‘Science, Evolution and Schooling in South Africa” and examines what has and has not been taught in schools over the past 50 or more years.
Other papers give perspectives from Muslim, Jewish and Christian theologians and lecturers. They highlight the conflicts between religion and science, and suggest some ways forward in the debate. A paper on ‘Insights and Implications from the Indigenous Knowledge Systems Perspective” provides suggestions of an African way forward.
Department of Education writers who have been involved in the development of the RNCS provide their perspectives as educators.
Textbook publishers and writers provide suggestions on how the theory can be dealt with in realistic lessons which are accessible to learners at different levels.
The summary of the colloquium, ‘Science, Genomics and Education in South Africa” is provided by Minister of Education Kader Asmal.
Biology teachers at FET level will benefit from this book. After reading the different perspectives, they will be more prepared to deal with the challenges of teaching evolutionary theory to a variety of learners. They will find recommendations of additional readings to prepare themselves further, both on scientific knowledge about evolution and on religious, philosophical and sociological perspectives. Motivated teachers of other levels will also find the books useful. FET learners, particularly those studying biology, will find material of value if they are prepared to make the effort required to read this book.
This is in no way a substitute for a textbook providing a coherent explanation of the scientific knowledge embodied in the theory of evolution. It is a book for those wishing to explore the topic further and expand their own horizons.
Obtain this book from the HSRC (021) 467-4422 or from Blue Weaver Marketing and Distribution, (021) 701-7302,
e-mail [email protected]. You can download it as an
e-book from www.hsrc.ac.za.