NCERT Removes Darwin's Evolution Theory from Science Textbook

"It is not the most intellectual of the species that survives; it is not the strongest that survives; but the species that survives is the one that is able best to adapt and adjust to the changing environment in which it finds itself."

--- Charles Darwin

Darwinism is a theory of biological evolution developed by the English naturalist Charles Darwin (1809–1882) and others, stating that all species of organisms arise and develop through the natural selection of small, inherited variations that increase the individual's ability to compete, survive, and reproduce. Also, called Darwin’s Theory of Evolution, it originally included the broad concepts of transmutation of species or of evolution which gained general scientific acceptance after Darwin published “On the Origin of Species” in 1859, including concepts, which predated Darwin's theories. Thomas Henry Huxley coined the term Darwinism in April 1860. Darwin’s theory of evolution was the part of curriculum of biology at school level.

The decision by NCERT to remove Darwin's theory of evolution from the textbooks of 9th and 10th classes has faced severe criticism (It was first dropped as an interim measure for syllabus reduction during the Corona pandemic). The “open letter” from 1800 scientists highlights the concern among experts in the scientific community. As a prudent person, who studied science and biology with keen interest, I have strong curiosity as to whether this decision will have or will not have following consequences?

1. Incomplete knowledge of biology: Evolution is a fundamental concept in biology, and removing it from the curriculum can lead to an incomplete understanding of the subject. Students might miss out on learning about the processes that have shaped life on earth and the interconnection amongst species.

2. Critical thinking and problem-solving: Darwin's theory of evolution, like many scientific theories, encourages critical thinking and problem-solving. By excluding it from the curriculum, students might not so well develop these essential skills, which are necessary for success in various fields.

3. Scientific literacy: A strong foundation in science is the crucial factor for the students to become scientifically literate citizens. Removing a core scientific concept from the curriculum can result in a gap in students' scientific knowledge, making it difficult for them to engage in informed discussions on science-related topics.

4. Impact on future studies: A lack of understanding of evolution may hinder students in higher education or careers related to biology, such as genetics, ecology, or medicine. This decision could limit their academic and professional growth.

5. Weakening science education: Rejecting a scientific theory can undermine the credibility and integrity of science education, encouraging misconceptions and mistrust in the scientific process.

6. International competitiveness: The global scientific community values a strong foundation in evolution. Removing this content from the curriculum can put students at a disadvantage compared to their international peers in terms of scientific knowledge and understanding. This decision may affect India's image in the international scientific community, as it may be perceived as a step backward in science education.

7. Rejection of scientific consensus: The removal of established scientific theory from educational curricula can be seen as a rejection of the scientific consensus, fostering mistrust in the scientific process.

8. International competitiveness: The global scientific community values a strong foundation in evolution. Removing this content from the curriculum can put students at a disadvantage compared to their international peers in terms of scientific knowledge and understanding. This decision may affect India's image in the international scientific community, as it may be perceived as a step backward in science education.

9. Rejection of scientific consensus: The removal of established scientific theory from educational curricula can be seen as a rejection of the scientific consensus, fostering mistrust in the scientific process.