Statement on Evolution
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Science is both a method to understand the natural universe
and the knowledge that results. The method of science works by forming
theories that can be tested by experiment and observation. Science restricts
itself to the measurable, observable universe of matter and energy in
their various forms.
The sciences of evolution and of cosmology, like other sciences including
electricity and magnetism, quantum physics, general relativity, continental
plate tectonics, natural selection, molecular biology, and genetics, make
inter-related predictions that are subject to further testing. These and
other scientific disciplines all support a coherent and consistent understanding
of the history of life on our planet extending from the formation of the
universe about 14 billion years ago, through the formation of galaxies,
stars and planets, through the production of the elements necessary for
life by thermonuclear reactions in stars, through the emergence of life
on earth about 3.8 billion years ago, and through the shared history of
evolution for all species, including our own, as recorded by fossils in
the aged rocks of our planet and the features of organisms that are passed
on, generation to generation. This understanding is continually tested
and amended as required by new findings, and it stands as one of the most
remarkable achievements of the human mind.
Intelligent design proposes to account for the diversity and complexity
of life through the intervention of a supernatural entity. Supernatural
forces cannot be systematically studied or tested, and this is why the
intelligent design proposal is not scientific. To gain acceptance within
the realm of science hypotheses must be positively supported by experiments
and observation. Many experiments and observations do support the evolution
of complex life forms. Since intelligent design is not science, it does
not belong in science classes.
University students include future scientists, physicians, public policy
planners, journalists and more. The health of the state and the nation
depends on a scientifically literate citizenry. Confusing scientific and
non-scientific explanations in schools is mistaken, and makes the University’s
mission of science education much more difficult.
Statement endorsed
unanimously by the Natural Sciences Department Chairs and Unit Directors
in the University of Michigan College of Literature, Science and Arts
November 2005, and joined by unit leaders in the Medical School, School
of Public Health, Life Sciences Institute, and School of Natural Resources.
Applied Physics, LSA, Brad Orr, Director
Astronomy, LSA, Douglas Richstone, Chair
Biological Chemistry, Medical School, William L. Smith, Chair
Biostatistics, School of Public Health, Jack Kalbfleisch, Chair
Cell and Developmental Biology, Medical School, James D. Engel, Chair
Center for Computational Medicine and Biology, Medical School, Gilbert
S.Omenn, Director (and President, AAAS)
Chemistry, LSA, Carol Fierke, Chair
Genomic Diversity Laboratory, LSA, David Mindell, Director
Geological Sciences, LSA, Joel Blum, Chair
Ecology & Evolutionary Biology, LSA, Deborah Goldberg, Chair
Herbarium, LSA, Paul Berry, Director
Life Sciences Institute, Alan Saltiel, Director
Math, LSA, Trevor Wooley, (former) Chair
Michigan Sea Grant, SNRE, Don Scavia, Director
Molecular, Cellular and Developmental Biology, LSA, Rich Hume, Chair
Michigan Center for Theoretical Physics, LSA, Gordon Kane, Director
Museum of Paleontology, LSA, Philip Gingerich, Director
Museum of Zoology, LSA, William Fink, Director
Natural Resources and Environment, SNRE, James S. Diana, Associate Dean
Obstetrics and Gynecology, Medical School, Timothy R. B. Johnson, Chair
Ophthalmology and Visual Sciences, Medical School, Paul Lichter, Chair
Pediatrics, Medical School, Valerie P. Castle, Chair
Physics, LSA, Myron Campbell, Chair
Statistics, LSA, Vijay Nair, Chair |
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