While Michael Reiss, the ex-director of education at the Royal Society, may have done himself no favours when he talked about how creationism might be discussed in science lessons, he definitely helped museums out by putting the subject on the agenda.
Next month, the Natural History Museum opens its Darwin exhibition as a prelude to next year's 200th anniversary of the naturalist's birth. There are more than 350 museums in the UK with natural-history collections and many of them will be taking part in the anniversary celebrations.
Which is why it is important to think now about how evolution will be presented. The story of Abington Park Museum, which got itself into a spot of bother about whether it had censored a graphic panel on Darwin after a visitor complained (p8), is indicative of the strength of feeling that the topic can provoke.
Last month, the new Leeds Museum opened. One of its star attractions is the Life on Earth gallery, which has the theory of evolution and Darwin's role interwoven into the displays. So it comes as a bit of a surprise to find a section entitled Stories of Creation, which features several faith-based versions of the creation of the universe and life on earth.
The problem with this approach is that asking questions such as "Do you believe in the theory of evolution?" could leave visitors thinking that their own story of creation is of equal value to Darwin's theory.
What Reiss was arguing for was an honest debate in the classroom that would allow students to raise questions. But a classroom is a very different place from a museum. In museums, most of the visitor experience is unmediated; there is not the same opportunity to discuss, debate and clarify.
Creationism and intelligent design have no place in natural science galleries. Museums shouldn't be afraid of engaging in debate. But if they do, they should be prepared to answer the awkward questions.
Sharon Heal, editor
sharon@museumsassociation.org
Next month, the Natural History Museum opens its Darwin exhibition as a prelude to next year's 200th anniversary of the naturalist's birth. There are more than 350 museums in the UK with natural-history collections and many of them will be taking part in the anniversary celebrations.
Which is why it is important to think now about how evolution will be presented. The story of Abington Park Museum, which got itself into a spot of bother about whether it had censored a graphic panel on Darwin after a visitor complained (p8), is indicative of the strength of feeling that the topic can provoke.
Last month, the new Leeds Museum opened. One of its star attractions is the Life on Earth gallery, which has the theory of evolution and Darwin's role interwoven into the displays. So it comes as a bit of a surprise to find a section entitled Stories of Creation, which features several faith-based versions of the creation of the universe and life on earth.
The problem with this approach is that asking questions such as "Do you believe in the theory of evolution?" could leave visitors thinking that their own story of creation is of equal value to Darwin's theory.
What Reiss was arguing for was an honest debate in the classroom that would allow students to raise questions. But a classroom is a very different place from a museum. In museums, most of the visitor experience is unmediated; there is not the same opportunity to discuss, debate and clarify.
Creationism and intelligent design have no place in natural science galleries. Museums shouldn't be afraid of engaging in debate. But if they do, they should be prepared to answer the awkward questions.
Sharon Heal, editor
sharon@museumsassociation.org
Links
Museums Journal, October 2008, p8
Museums Journal, October 2008, p8
