Although Darwinists often talk about the central importance of “evolution” in gaining a basic understanding of the natural world, my research reveals that the daily work of both scientific education (and in most scientific research), evolution is rarely mentioned or even a concern. This has been my own experience as a research associate involved in cancer research in the department of experimental pathology at the Medical College of Ohio and a college professor in the life and behavioral science area for over 30 years. As Conrad E. Johanson, Ph.D. (Professor of Clinical Neurosciences and Physiology and Director of Neurosurgery Research at Brown Medical School in Rhode Island) noted, in the world of science research on a day-to-day basis, scientists
rarely deal directly with macroevolutionary theory, be it biological or physical. For example, in my 25 years of neuroscience teaching and research I have only VERY rarely had to deal with natural selection, origins, macroevolution, etc. My professional work in science stems from rigorous training in biology, chemistry, physics, and math, not from world views about evolution. I suspect that such is the case for most scientists in academia, industry, and elsewhere (2003. p. 1).
The renown carbene chemist, Professor emeritus Dr. Philip Skell of Pennsylvania State University, did a survey of his colleagues that were “engaged in non-historical biology research, related to their ongoing research projects” and found that the “Darwinist researchers” he interviewed in answer to the question “Would you have done the work any differently if you believed Darwin's theory was wrong?” found that the answers “for the large number” of those persons he questioned, “differing only in the amount of hemming and hawing” was “in my work it would have made no difference,” and some added they thought it would for others (2003. p. 1). Of interest is Molecular, Cell and Development Biology majors at Yale University graduate school will no longer be required to take courses on evolution (Hartman, 2003).
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If, as Dobzhansky stated, “nothing in biology makes sense except in the light of evolution” (1972 emphasis added), why is it rarely, if ever, mentioned in most natural and physical science books? And we usually use the leading college texts in each area (for example, the A&P text we use is the 10th edition of Hole, a standard text). And why is it a minor topic even in most introductory to biology books that cover the subject in more depth than most all other courses except formal classes on evolution? Also, while developing a college-level course on evolution, I surveyed most 4-year colleges and universities in Ohio and many in Michigan. I found that, for biology majors, at most only one class in evolution was required (and all schools surveyed used the same text, that by Freeman and Herron, a fairly good text that I also considered for my own class, which is now being developed).
http://www.rae.org/nothing.html