Fifty studies were reviewed that surveyed opinions on teaching origins in public schools. The vast majority found about 90 % of the public desired that both creation and evolution or creation only be taught in the public schools. About 90 % of Americans consider themselves creationists of some form, and about half believe that God created humans in their present form within the past 10,000 years. In America, about 15 % of high school teachers teach both evolution and creation, and close to 20 % of high school science teachers and about 10,000 scientists (including more than 4,000 life scientists) reject both macroevolution and theistic evolution. Although the vast majority of Americans desire both creation and evolution taught in school, the evolutionary naturalism worldview dominates, revealing a major disparity between the population and the ruling élite.
Another survey of nearly 2,400 science students at Ohio State University found 47 % did not believe Darwin’s theory and fully 80 % felt that if Darwin’s theory of evolution is taught in public schools, other views including special creation should also be taught.12 Also, 58 % did not believe that teaching creationism in school amounted to teaching religion, and 41 % concluded that Darwinism did not have a valid scientific foundation.
In the Blank and Anderson survey, 21 % of the secondary science teachers and 57 % of the elementary teachers stated they did not believe Darwin’s theory of evolution was true. Hodgson and Hodgson found 38 % of students at Central Michigan University, and Fuerst found 33 % of students at Ohio State University, did not accept Darwin’s theory of evolution. Blank and Anderson found 88 % of the elementary and 60 % of the secondary science teachers felt that non-Darwin views should be given equal time in class. In the Ohio State University sample, 80 % felt other views besides Darwin’s should be given equal time in the classroom, and 81 % of the Central Michigan University sample held this position. Further 71 % of the elementary teachers and 47 % of the secondary science teachers did not view creationism as religion. Fully 58 % of the Ohio State University sample and 61 % of the Central Michigan University sample did not view creationism as religion. In addition, 64 % of the elementary and 45 % the secondary science teachers felt that the current textbooks should be changed so that they also present creationism. This compares with 62 % of the Ohio State University sample and 60 % of the Central Michigan University sample.
This research raises the important question: Why does so much opposition exist in the US courts and among scientists to teaching both theories of origins when, according to all extant surveys, the majority of not only parents but also often teachers are in favour of the two-model approach? Also, if most parents and teachers support this approach, why does a single model dominate in public schools?
My surveys found that the majority of students were exposed only to evolutionary naturalism in their biology classes, and when creationism was mentioned it was often ridiculed. Evolution dominates partly because it is the only position discussed in most textbooks. The reason often given is the belief that separation of Church and State requires a one-sided presentation of evolution, yet fully 72 % of the 578 lawyers that returned a survey believed the First Amendment did not prohibit the teaching creationism in US public schools.31 In the rare instances where creation is mentioned, it is usually to argue against it. A two-model position is much more effective from both an educational and pedagogical standpoint because teaching by contrasts helps to understanding the source of knowledge and aids in comprehending information.32