by Edna DeVore - Deputy CEO
Are we alone? Are humans unique in the universe, or is our existence the natural outcome of universal processes that produced complex life on Earth and elsewhere? As we observe the universe beyond Earth, we find that we are fundamentally a part of it. Carl Sagan eloquently describes our intimate relationship with this larger universe:
The fate of individual human beings may not now be connected in a deep way with the rest of the universe, but the matter out of which each of us is made is intimately tied to the processes that occurred immense intervals of time and enormous distances in space away from us. Our Sun is a second- or third-generation star. All of the rocky and metallic materials we stand on, the iron in our blood, the calcium in our teeth, the carbon in our genes were produced billions of years ago in the interiors of a red giant star. We are made of star-stuff. -- The Cosmic Connection, 1973, pp. 189-90
To understand the relationship of humans to stardust requires understanding evolution in its broadest sense. The concept that each atom in our bodies and the world we live on was once part of a dying star unites fundamental theories of change in astronomy, geology, biology and human history. These fundamental theories help us to understand the origin of the universe and the life cycles of stars, the formation and evolution of Earth and its oceans and continents, the origin and diversification of life, the emergence of Homo sapiens, as well as the development of scientific knowledge and technology. Evolution, in its broadest sense, describes the processes that brought about the universe we see and the beings we are.
Evolution is a fundamental scientific theory. In the scientific world, a theory is a description of natural phenomena supported by a vast array of observational and experimental data, not just an attractive idea or an educated guess. Universal gravitation is another scientific theory that explains why the Moon orbits Earth and why together they orbit the Sun, with humans along for the ride. Not many people question the theory of gravitation, yet many of those same people dismiss evolution as "just a theory." But evolution is as fundamental an explanation of nature as gravity.
Not surprisingly, evolution is emphasized in the national standards for science education: National Science Education Standards and The Benchmarks for Science Literacy. The study and understanding of change over time in physical and living systems offers a unified view of science. But, teaching evolution engenders controversy in many American communities where teachers and schools are pressured to ignore evolution in science classrooms or to teach "creation science" as an equally valid theory.
Several rulings from the U.S. Supreme Court have found that "creation science" is religion -- not science -- and thus does not belong in the science classroom. The creationist minority is vocal and organized as was evident in the summer of 1999 when the politically elected board of education in Kansas removed evolution (biological, geological and astronomical) from the state science standards. In 2000, the citizens of Kansas voted to replace the anti-evolution board members. Likely, the origin and evolution of the universe and life will again be fit content for Dorothy and Totos science textbooks.
Teachers, schools and especially students need science materials that teach fundamental science -- gravity, evolution and such -- and that engage students with the evidence that we are indeed made of star stuff. The SETI Institutes Voyages Through Time (VTT) aims to fulfill this need by developing an integrated high school science course with evolution as its main theme. Beginning with the origin and evolution of the universe and our planetary system, VTT then explores the origin and evolution of life, including human evolution. The yearlong course finishes with a module on the evolution of technology -- a key artifact of human evolution and culture -- and a look to the future. Throughout VTT students are actively engaged in inquiries that explore change over time -- its causes, outcomes and timelines. They learn about evolution as a logical and understandable explanation for the processes we observe in our vast universe.
How can you get involved? If you are a high school teacher, the SETI Institute is now recruiting schools to test the VTT curriculum (see sidebar). You will also find resources to support teaching evolution at the National Academy of Sciences and The National Center for Science Education. If you are a parent or other citizen, contact your local school and voice your support for teaching evolution in the science classroom. Recruit a teacher in your community to teach VTT and bring a bit of star stuff to your local school.
Voyages Through Time wants you! High school teachers are now being recruited to test VTT in a wide variety of schools across the USA.Schools can test one or more modules up to the full-year curriculum of six modules. VTT is produced on CD-ROMs for both the teacher and the student with embedded links to on-disk resources and reviewed Web sites to enhance teaching and learning.
Teachers are provided with a rich multimedia teaching tool that includes images, videos and simulations. Field test sites are provided with the CD-ROMs and print materials at no cost. Applications are now available at the SETI Institute web site .
Voyages Through Time is being developed in partnership with California Academy of Sciences, NASA Ames Research Center and San Francisco State University with major funding from the National Science Foundation (IMD # 9730693) and additional support from the Hewlett Packard Company, The Foundation for Microbiology and Combined Federated Charities.