October 1, 1994
The AIBS Executive Committee passed a resolution in 1972 deploring efforts by Biblical literalists to interject creationism and religion into science courses. It is very troubling that more than 20 years later, there is an urgent need to reaffirm AIBS's earlier position. Despite rulings by the Supreme Court declaring it unconstitutional to promote a religious perspective in public school education, such attempts by creationists continue in a variety of guises.
The theory of evolution is the only scientifically defensible explanation for the origin of life and development of species. A theory in science, such as the atomic theory in chemistry and the Newtonian and relativity theories in physics, is not a speculative hypothesis, but a coherent body of explanatory statements supported by evidence. The theory of evolution has this status. The body of knowledge that supports the theory of evolution is ever growing: fossils continue to be discovered that fill gaps in the evolutionary tree and recent DNA sequence data provide evidence that all living organisms are related to each other and to extinct species. These data, consistent with evolution, imply a common chemical and biological heritage for all living organisms and allow scientists to map branch points in the evolutionary tree.
Biologists may disagree about the details of the history and mechanisms of evolution. Such debate is a normal, healthy, and necessary part of scientific discourse and in no way negates the theory of evolution. As a community, biologists agree that evolution occurred and that the forces driving the evolutionary process are still active today. This consensus is based on more than a century of scientific data gathering and analysis.
Because creationism is based almost solely on religious dogma stemming from faith rather than demonstrable facts, it does not lend itself to the scientific process. As a result, creationism should not be taught in any science classroom.
Therefore, AIBS reaffirms its 1972 resolution that explanations for the origin of life and the development of species that are not supportable on scientific grounds should not be taught as science.
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