Opinion Why every Indian must learn about evolution

Removing theory of evolution from science textbooks will hamper development of critical faculties

NCERT claims that the post-Covid “rationalisation” only involves the removal of repetitions. Chapters on evolution have, indeed, been retained in Class 11 and 12 science curricula. Even then, this approach is somewhat irrational for two reasons. (Express Photo)

Shah Alam Khan

June 14, 2023 06:27 PM IST First published on: Jun 14, 2023 at 07:15 AM IST

Textbooks published by the National Council of Education and Research (NCERT) for middle and high school classes in India have omitted some chapters that were, till recently, thought to be necessary for the development of scientific temper among children. Among the most noticeable of all deletions are the chapters on evolution and the chapter on the Periodic Table of Elements from the Class 9 and Class 10 science textbooks. NCERT has called these deletions a curriculum “rationalisation” exercise necessitated by the Covid pandemic.

Faith-based denunciations of Darwin’s theory of evolution have gone on ever since the publication of On the Origin of Species in November 1859. The creation of man by god has always been among the most well-guarded and preserved fables of several religions and religious societies. Saudi Arabia, Morocco, Algeria and Oman do not teach evolution in schools or universities. In Egypt and Tunisia, evolution is taught but it is presented as an “unproven hypothesis”. Not very long ago, some states in the United States had either banned the teaching of evolution or decided to teach it alongside “creationism”. It required several landmark judgments of the country’s supreme court to block the restrictions on teaching evolution. Louisiana, Florida, Colorado and Tennessee wanted to pass a law/bill giving teachers the option to not teach evolution. Thus, the opponents of Darwin seem to share a common thread of obscurantism and conservatism. Not surprisingly, the opposition is geography agnostic.

It is important to emphasise why evolution needs to be taught at the school level in India. In a country which reels under the burden of institutionalised caste and various other forms of inequalities, teaching evolution from an early stage helps to shape critical minds and sharpen arguments against institutionalised discrimination. After Karl Marx gifted Darwin his book, Capital (Vol I), the scientist wrote back, “Though our studies have been so different, I believe that we both earnestly desire the extension of knowledge and that this, in the long run, is sure to add to the happiness of mankind”. Reading and understanding the evolution of humans beyond the fables of religious manuscripts is happiness indeed.

First, the teaching of evolution will be limited now to students who take up science in Class 11. The data from the 2016 report of the National University of Education, Planning and Administration, shows that the school dropout rate at the secondary school level in India varies between 17 to 27 per cent with gender, caste and economic reasons playing an important role. The 75th round of National Sample Survey Office (NSSO) data also shows that 74 per cent of the population, 18 years and above, dropped out of school before reaching Class 12. Many young students could lose an opportunity to study evolution after the NCERT’s rationalisation exercise.

Second, teaching evolution to primary or secondary school children is about more than imparting scientific knowledge. It is part of the holistic scientific development which children should undergo at school. To make the child accustomed to the basics of evolution is broadening her horizon to understand the process of life beyond the realms of socio-religious cliches. It generates ideas and enhances rational thinking. It imparts the ability to question the status quo. Science helps society by asking uncomfortable questions about itself and initiating debates. The NCERT should have emphasised this inexhaustible power of science.

In a consumerist world, nations work through optics. Notwithstanding its attempts to make India a Hindu Rashtra, the government wants to appear good to the rest of the world. The deletion of evolution from school textbooks is, therefore, bad optics. The prestigious scientific journal, Nature has done an editorial on the rationalisation exercises. It notes that in recent times India is taking pride in its ancient knowledge. The editorial then goes on to say “India is not the only post-colonial country grappling with the question of how to honour and recognise older or Indigenous forms of knowledge in its school curricula. New Zealand is trialling the teaching of Maori ‘ways of knowing’ — matauranga Maori — in a selection of schools across the country. But it is not removing important scientific content to accommodate the new material, and for good reason”.
NCERT has failed to see that “good reason”.

The writer is Professor, Department of Orthopaedics, AIIMS, New Delhi.
Views are personal