The controversy over teaching evolution in public schools brings to light deeper issues: the quality of teacher education, the nature of school science curricula, the U.S. Constitution and political process, anti-intellectualism and the countering biases of "liberal religionists."

These were among topics discussed at a wide-ranging panel discussion Feb. 9 opening Ithaca's three-day celebration of Charles Darwin's birthday.

Cornell Provost Biddy Martin moderated the panel at the Museum of the Earth, with almost 100 people attending. Panelists were Cornell faculty members Barbara Crawford, Thomas Eisner, Bruce Lewenstein and Steven Shiffrin; visiting Darwin scholar Sheila Ann Dean; Janet Shortall, associate director of Cornell United Religious Work; and William C. Russell, head of curriculum development for the Ithaca City School District.

"The majority of the public has no idea what Darwin said or wrote," said Warren Allmon, director of the Paleontological Research Institution and adjunct associate professor at Cornell, in opening the session.

Martin warned against "improper uses of Darwin," as the public discourse remains starkly polarized. The issues are complicated, she said. There was "quite a bit of reaction" to a speech presented by Interim President Hunter Rawlings in October, in which he decried "the challenge to science posed by religiously based opposition to evolution." While there was some criticism of his comments, "the overwhelming majority were positive," she reported.

"Students should not be asked to choose between religion and science," said Crawford, associate professor of education. Rather than teaching both evolution and a variation of "intelligent design," as some school boards have mandated, "we need to prepare teachers and educate the public about what science is." Students must develop the ability to think critically, she said.

The debate over evolution should be put into perspective, urged Dean, who is an editor in the University of Cambridge's massive Darwin Correspondence Project. She has pored over Darwin's letters and gained insight into his thoughts and the culture in which he developed his famous theory. History should be taught concurrently with the science of evolution, she proposed, so that students can understand the "peculiarly American problem" with evolutionary theory.

"To me, it is immensely satisfying to know that we humans are not the product of special creation, that we came into being by the same gradual evolutionary process that gave rise to the other living forms on Earth," said Eisner, the Schurman Professor of Chemical Ecology and recipient of the National Medal of Science. "I derive comfort from the knowledge that I am just another stitch in the fabric, that I was molded by natural selection, not by divine decree or intelligent design." Such belief "can have an emancipating effect, in that it can heighten the chance that we will gain a better understanding of ourselves, of our surrounds and of our relationship to these surrounds."

Eisner warned, however, that scientists must engage in "uncompromising political involvement" to guard "constitutionality" in the separation of religion from the teaching of science.

Lewenstein, who teaches science communication at Cornell, described the negative effect of the news media's "conflict" presentation of evolution and stressed the need for teaching students to think critically.

"The teaching of Darwin is alive and well in Ithaca city schools," Russell reported. He said Ithaca has not experienced conflict over the issue.

Law Professor Shiffrin warned against "cultural fanaticism" on both sides of the debate. "There are limits to science," he said, noting that "anti-religion" statements often arise. "The idea that truth emerges in the marketplace of ideas is simply silly," he said.

Shortall concluded the panel's remarks with thoughtful comments about the failure of respectful dialogue to emerge. Describing herself as a "liberal religionist," she bemoaned the way opponents of evolution are often portrayed as "mindless."

"How do we begin to speak about science as a wonder," rather than as its own dogma, she asked, adding that academics should engage in thoughtful discussion about how the two sides can come together.