Teleology and evolution in education: The need for an interdisciplinary, biology-based model for South Africa

Abstract

Background: In South Africa, we have had a history of Christian National Education. After 1994, this changed, and it has been realised that understanding evolution, especially human evolution, is crucially important for the education of learners. But this requires well-founded Life Sciences curricula, well-equipped schools, as well as specialist teachers with extensive knowledge of evolution. Yet there are still teachers as well as learners who do not recognise evolution, among other things, on the grounds of religious fundamentalism. Teleology, as a heterogeneous concept, is thoroughly accounted for in how it can undermine evolutionary biology.
Objectives: Scientific illiteracy should be properly eliminated in schools by employing a paradigm that realistically communicates scientific data, preferably in a non-confrontational manner.
Methods: This is a review article that encourages understanding of evolutionary biology in learners by utilising a constructivist learning approach that is flexible. However, this approach does not necessarily guarantee success.
Results: Understanding the historical relevance of human evolution is vital to the growth of democracy in South Africa because it respects diversity.
Conclusion: South Africa, as a constitutional democracy, cannot but provide valid and acceptable education in natural sciences through the National Department of Basic Education. By not doing so, learners are deprived of their basic rights to a functional education system, which should assist in interpreting ideas and experiences in a way that makes sense of life.
Contribution: If core aspects of natural sciences are taught in an informed manner, it can instil essential knowledge, a scientific understanding of the world, and skills in learners.