- Oct 17, 2011
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Child psychology studies have identified a natural human bias toward the theory of intelligent design, and pose a solution: teach evolution earlier
Developmental psychologists have identified two cognitive biases in very young children that help to explain the popularity of intelligent design. The first is a belief that species are defined by an internal quality that cannot be changed (psychological essentialism). The second is that all things are designed for a purpose (promiscuous teleology). These biases interact with cultural beliefs such as religion but are just as prevalent in children raised in secular societies. Importantly, these beliefs become increasingly entrenched, making formal scientific instruction more and more difficult as children get older.
Developmental psychologists have identified two cognitive biases in very young children that help to explain the popularity of intelligent design. The first is a belief that species are defined by an internal quality that cannot be changed (psychological essentialism). The second is that all things are designed for a purpose (promiscuous teleology). These biases interact with cultural beliefs such as religion but are just as prevalent in children raised in secular societies. Importantly, these beliefs become increasingly entrenched, making formal scientific instruction more and more difficult as children get older.
