Ben Barishman

Both of these papers were summaries of various surveys conducted of museum going Americans in

various ways with different questions, all pertaining to evolution. From these surveys, it was

determined that the idea of radical development through evolution is inconceivable to most children

under the age of 8. It was also determined that children between the ages of 8 and 10 tend to endorse a

more Creationist view of evolution, but past the age of ten, are extremely influenced by their parents'

view on the subject.

Another study determined that one third of Americans go to museums each year. Of these

Americans, almost 60% think that museums need exhibits that focus on evolution, and 84% of them

say they would bring children to such exhibits.

The three biggest obstacles to understanding evolution are three particular methods of thought.

They are essentialism (the idea that organisms are separate and distinct from one another, as opposed to

all being descended from a common ancestor), teleology (the idea that evolution is directional), and the

Theory of Mind (the idea that evolution is intentional and guided by an external force). These three

lines of thought make it difficult for people to accept the actual science behind evolution, because it

conflicts with their previous conception of how it works. Another thing that works as an obstacle to

evolution is the idea that many people have that evolution leads to a morally bleak culture. They think

that evolution will explain away sin and bad morality, and lead to an amoral, relativistic society. Others

think that evolution is a “source of wonder and fulfillment”. The conflict generated by these opposing

views fuels much of the political controversy over evolution.

A third obstacle to the general public achieving a true knowledge of evolution is the fact that

learning entails not just knowing concepts, but knowing them in a useful context.

Another study that examines the views of different groups, from Strong Creationists, to Strong

Evolutionists, and everything in between, discovered that those who had weak opinions, both on the

Creationist side and the Evolutionist side often incorporated reconciliatory themes in their thinking of
evolution. These people are the ones most often willing to advocate for teaching both views side by

side, in some form.

This same study also discovered that knowledge of evolution does not significantly vary

between belief groups. On the other hand, the exposure that people receive to anti- and pro-evolution

messages varies wildly from belief group to belief group. Belief groups also tend to reject teaching

plans that marginalize their personal views on evolution and creationism.