Abstract
Evolution as paradigm is a prescribed topic in contemporary South African education. This means that macro-evolution – the idea that life evolved progressively from inert matter to humankind’s coming into being – must form the foundation of South African education. The aim of this article is to reflect, in a spirit of respectful yet critical enquiry, on three issues with regard to macro-evolution: First, the theory of macro-evolution is placed in its historical context which indicates that although this theory owes its widespread acceptance to Charles Darwin, it did not originate with him. Second, the scientific status of the theory of macro-evolution is scrutinised. Karl Popper’s view of this theory as a metaphysical framework for research is given, accompanied by a brief discussion. Third, three evolutionary worldviews are identified and discussed.
Highlights
In June 2000 the Human Sciences Research Council (HSRC) convened a colloquium on science and evolution at which Dr Jeffrey Lever, a consultant to the HSRC’s Africa Human Genome Initiative, called for evolution as a paradigm for education
South African education will be embedded in the theory and paradigm of evolution – a given that makes a study of its philosophical worldview implications imperative
Macro-evolution is a hypothetical extrapolation from microevolution. It is a theory of origins which posits that all the myriad forms of life evolved progressively from inert matter to humankind’s coming into being
Summary
In June 2000 the Human Sciences Research Council (HSRC) convened a colloquium on science and evolution at which Dr Jeffrey Lever, a consultant to the HSRC’s Africa Human Genome Initiative, called for evolution as a paradigm for education. Education Minister Kader Asmal agreed with this call (Gosling, 2000). South African education will be embedded in the theory and paradigm of evolution – a given that makes a study of its philosophical worldview implications imperative.
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