CHAPTER ONE
ORIGINS OF EVOLUTIONARY THOUGHT
CHAPTER OUTLINE
WHAT IS SCIENCE?
THE EARLY THINKERS
The Roots of Modern Science
Linnaeus and the Natural Scheme of Life
THE ROAD TO THE DARWINIAN REVOLUTION
The Uniformitarians: Hutton and Lyell
THE DARWINIAN REVOLUTION
The Galápagos
Refining the Theory of Evolution by Natural Selection
Insights and Advances: Darwin versus Wallace?
THE RESPONSE TO DARWIN
SCIENCE AND CREATIONISM
, Insights and Advances: What is Intelligent Design?
CHAPTER OBJECTIVES
Based on thorough reading and careful consideration of Chapter One, students
should be able to:
1. Discuss the process of science, including observation, hypothesis formulation, and
experimentation.
2. Explain how the scientific method is an empirical process and self-correcting.
3. Explain the roots of modern science and the concept of evolution; explain
catastrophism versus uniformitarianism. Discuss the conflicting viewpoints of
Bishop Usher, Georges Cuvier, Georges Buffon, James Hutton, and Charles Lyell.
4. Compare and contrast Jean Baptiste de Lamarck's view of evolution and heredity
with those of Charles Darwin and Alfred Wallace. Understand why Lamarck's views
may have been more popular in his time.
5. Identify the contributions of Charles Darwin and Alfred Wallace to evolutionary
theory.
6. Describe the process and provide examples of natural selection including those from
the Galapagos Islands.
7. Critique Louis Agassiz’s response to Darwin and Wallace’s theory of Natural
Selection.
,8. Debate the tenets of Creation science and how they differ from the process of
modern science.
LECTURE AND DISCUSSION TOPICS
Each of these topics is intended to generate ideas for either a lecture/recitation
format or discussion in the classroom. For most topics, students should be able to
respond and participate in discussions based solely on reading the text. For others,
you may need to provide further reading or other forms of information so that
students can develop some personal perspective and become equipped to make
independent decisions about the topics.
1. Lecture on evolution. Be sure to talk about both the special theory of Evolution
(individual variation and microevolution) and the general theory of Evolution
(macroevolution). You could comment on both the monophyletic and polyphyletic
schools of thought in macroevolution.
You may be able to incorporate a discussion of some of the recent findings about
cloning and what this contributes to our understanding of evolutionary processes.
Students will likely be interested in the ethical issues involved in manipulating
evolutionary processes.
You might also include a discussion of the scientific method in this chapter,
including its procedures and limitations. It can only deal with questions that are
potentially or actually repeatable. Its steps are: (1) observation; (2) question or
problem; (3) hypothesis/null hypothesis; (4) gathering data/methodology; and (5)
formation of a conclusion. Stress the equal importance of honest and effective
methodology and conclusion formation. Describe the process of theory formation, a
hypothesis supported by a large body of observations confirmed by many
independent investigators.
As part of this lecture, describe how good theory formation (1) explains or shows
relationships among facts; (2) simplifies; (3) clarifies; (4) grows to relate additional
facts which means it is always tentative in scope; (5) predicts new facts and
relationships; and (6) does not explain too much. Theory becomes a scientific law if
it possesses a high degree of certainty and is widely accepted within the scientific
community. Stress to students that science is never finished; scientific fact is an
, accurate description of an object or event based on what we know and what we
know how to do. It is not an absolute finality.
You may also take the opportunity to discuss patterns of deductive and inductive
logic. Talk about proof and rigor of proof in science. Be sure to emphasize that
when we extrapolate from proven scientific theory, it is only supposition, not
scientific fact. An interesting book on the uses of science and pseudoscience within
the context of archaeology is Kenneth L. Feder's Frauds, Myths, and Mysteries:
Science and Pseudoscience in Archaeology.
2. A lecture on problem solving would follow naturally from one on the scientific
method. Present it as a methodology we can use when the scientific method is not
appropriate. One problem-solving strategy is to: (1) identify the problem; (2) state
the goal; (3) list the constraints and assumptions; (4) suggest possible solutions; (5)
judge suggested solutions and decide which one to test; and (6) test and implement
your best solution. Use this model to analyze some current local, state, or national
problem.
3. Natural selection provides direction to evolutionary change, yet students often have
trouble grasping the concept. Discuss examples of natural selection in detail and
explore what "fitness" means in evolutionary terms.
4. Most anthropologists use the terms scientific creationism and creationism
interchangeably. However, in the Religious Studies discipline those two terms mean
different things. Creation science can refer to the school of thought known as
theistic evolutionism. Scientists in this school believe in both God and evolution.
God is accepted as the ultimate origin of all life, and evolution is seen as the
"footprints" of the creative process. Theistic evolutionists would say that God
provides the "why" and evolution the "how" of life. The author provides a thorough
explanation of the shortcomings of creation science. The American Scientific
Affiliation has material on this topic. Some books that show a variety of viewpoints
are listed in the resources for this chapter. The debate is not between scientific facts
and the Bible but between certain biblical interpretations and certain scientific
extrapolations.
CLASSROOM ACTIVITIES
1. Have students share their cosmologies and origin myths. Talk about similarities and
differences in the ones expressed. As always with such discussions, it is necessary
ORIGINS OF EVOLUTIONARY THOUGHT
CHAPTER OUTLINE
WHAT IS SCIENCE?
THE EARLY THINKERS
The Roots of Modern Science
Linnaeus and the Natural Scheme of Life
THE ROAD TO THE DARWINIAN REVOLUTION
The Uniformitarians: Hutton and Lyell
THE DARWINIAN REVOLUTION
The Galápagos
Refining the Theory of Evolution by Natural Selection
Insights and Advances: Darwin versus Wallace?
THE RESPONSE TO DARWIN
SCIENCE AND CREATIONISM
, Insights and Advances: What is Intelligent Design?
CHAPTER OBJECTIVES
Based on thorough reading and careful consideration of Chapter One, students
should be able to:
1. Discuss the process of science, including observation, hypothesis formulation, and
experimentation.
2. Explain how the scientific method is an empirical process and self-correcting.
3. Explain the roots of modern science and the concept of evolution; explain
catastrophism versus uniformitarianism. Discuss the conflicting viewpoints of
Bishop Usher, Georges Cuvier, Georges Buffon, James Hutton, and Charles Lyell.
4. Compare and contrast Jean Baptiste de Lamarck's view of evolution and heredity
with those of Charles Darwin and Alfred Wallace. Understand why Lamarck's views
may have been more popular in his time.
5. Identify the contributions of Charles Darwin and Alfred Wallace to evolutionary
theory.
6. Describe the process and provide examples of natural selection including those from
the Galapagos Islands.
7. Critique Louis Agassiz’s response to Darwin and Wallace’s theory of Natural
Selection.
,8. Debate the tenets of Creation science and how they differ from the process of
modern science.
LECTURE AND DISCUSSION TOPICS
Each of these topics is intended to generate ideas for either a lecture/recitation
format or discussion in the classroom. For most topics, students should be able to
respond and participate in discussions based solely on reading the text. For others,
you may need to provide further reading or other forms of information so that
students can develop some personal perspective and become equipped to make
independent decisions about the topics.
1. Lecture on evolution. Be sure to talk about both the special theory of Evolution
(individual variation and microevolution) and the general theory of Evolution
(macroevolution). You could comment on both the monophyletic and polyphyletic
schools of thought in macroevolution.
You may be able to incorporate a discussion of some of the recent findings about
cloning and what this contributes to our understanding of evolutionary processes.
Students will likely be interested in the ethical issues involved in manipulating
evolutionary processes.
You might also include a discussion of the scientific method in this chapter,
including its procedures and limitations. It can only deal with questions that are
potentially or actually repeatable. Its steps are: (1) observation; (2) question or
problem; (3) hypothesis/null hypothesis; (4) gathering data/methodology; and (5)
formation of a conclusion. Stress the equal importance of honest and effective
methodology and conclusion formation. Describe the process of theory formation, a
hypothesis supported by a large body of observations confirmed by many
independent investigators.
As part of this lecture, describe how good theory formation (1) explains or shows
relationships among facts; (2) simplifies; (3) clarifies; (4) grows to relate additional
facts which means it is always tentative in scope; (5) predicts new facts and
relationships; and (6) does not explain too much. Theory becomes a scientific law if
it possesses a high degree of certainty and is widely accepted within the scientific
community. Stress to students that science is never finished; scientific fact is an
, accurate description of an object or event based on what we know and what we
know how to do. It is not an absolute finality.
You may also take the opportunity to discuss patterns of deductive and inductive
logic. Talk about proof and rigor of proof in science. Be sure to emphasize that
when we extrapolate from proven scientific theory, it is only supposition, not
scientific fact. An interesting book on the uses of science and pseudoscience within
the context of archaeology is Kenneth L. Feder's Frauds, Myths, and Mysteries:
Science and Pseudoscience in Archaeology.
2. A lecture on problem solving would follow naturally from one on the scientific
method. Present it as a methodology we can use when the scientific method is not
appropriate. One problem-solving strategy is to: (1) identify the problem; (2) state
the goal; (3) list the constraints and assumptions; (4) suggest possible solutions; (5)
judge suggested solutions and decide which one to test; and (6) test and implement
your best solution. Use this model to analyze some current local, state, or national
problem.
3. Natural selection provides direction to evolutionary change, yet students often have
trouble grasping the concept. Discuss examples of natural selection in detail and
explore what "fitness" means in evolutionary terms.
4. Most anthropologists use the terms scientific creationism and creationism
interchangeably. However, in the Religious Studies discipline those two terms mean
different things. Creation science can refer to the school of thought known as
theistic evolutionism. Scientists in this school believe in both God and evolution.
God is accepted as the ultimate origin of all life, and evolution is seen as the
"footprints" of the creative process. Theistic evolutionists would say that God
provides the "why" and evolution the "how" of life. The author provides a thorough
explanation of the shortcomings of creation science. The American Scientific
Affiliation has material on this topic. Some books that show a variety of viewpoints
are listed in the resources for this chapter. The debate is not between scientific facts
and the Bible but between certain biblical interpretations and certain scientific
extrapolations.
CLASSROOM ACTIVITIES
1. Have students share their cosmologies and origin myths. Talk about similarities and
differences in the ones expressed. As always with such discussions, it is necessary
