Excerpt 1): “Biology is probably the one science where God’s creation is the most obvious and where evolutionary development makes the least sense.”
That fact appears to support teaching the theory of evolution in Israelli middle schools, as was recently reported.
Excerpt: “…learning about evolution is not the primary function of the decision, but rather to use it as a building block for students to learn more about their ecology.”
My comment: Ecological variation leads to ecological adaptations in species from microbes to man, which is why evolutionary theory should be taught at the same time ecological speciation is taught. Otherwise, students might begin to believe in the pseudoscientific nonsense of population genetics and ignore what they learn about physics, chemistry, and molecular biology, which links the epigenetic landscape to the physical landscape of DNA in the organized genomes of species from microbes to man via conserved molecular mechanisms.
Excerpt 2): “Since Darwin, however, we have come to understand that an entirely natural and undirected process, namely random variation plus natural selection, contains all that is needed to generate extraordinary levels of non-randomness.”
My comment: Darwin clearly stated that ‘conditions of life’ must be considered before natural selection. His conditions of life are nutrient-dependent and the physiology of reproduction is pheromone-controlled. If David P. Barash cannot understand the biological basis of cause and effect, he should stop teaching pseudoscientific nonsense rather than continue to teach evolutionary theory.