Accelerated Christian Education textbooks used in UK schools deny human-caused climate change

Newswise — A report by UCL researchers reveals that a major fundamentalist Christian education organization, renowned for its size, instructs its students to accept climate change denial as truth, while continuing to portray the theory of evolution as an 'illogical and debunked' conspiracy theory.

ACE, a prominent provider of creationist science materials, including reading programs and a core curriculum, serves as one of the largest global organizations in this field. It caters to numerous affiliated schools worldwide, encompassing dozens of institutions throughout the UK and Europe.

As of now, ACE boasts official affiliation with 11 schools in England and Northern Ireland. However, experts anticipate a greater number of affiliations in the future due to the schools' well-known inclination toward isolationism, conservatism, and limited advertising practices.

According to the report published in Cultural Studies of Science Education, researchers discovered that ACE's latest edition of educational materials, progressively introduced to students in Key Stages 1 to 3 over the past few years, asserts the existence of 'evidence' negating human-caused climate change and persists in depicting evolution as a conspiracy theory. This finding contradicts the claims made by the curriculum's developers, who assert that their materials enable students to form their own conclusions regarding evolution.

The inclusion of climate change denial as evidence for creationism stems from earlier versions that proposed the presence of a 'vapour shield' encircling the Earth until its rupture triggered Noah's flood. While the latest edition omits this notion, and the group has mostly abandoned the claim, the allocated space previously dedicated to this theory now addresses climate change, primarily to dispute any human connection to temperature rise and to reassure students regarding God's blueprint for a renewed paradise with an improved climate.

Dr. Jenna Scaramanga, the primary author from UCL's Faculty of Education and Society, expressed concern over the latest release of this material. She highlighted that it is troubling to see the continued promotion of creationism as a scientifically valid theory, compounded by the inclusion of climate change denial in an increasingly anti-science agenda. As a result, students who study at ACE schools or utilize ACE materials may face challenges when transitioning to mainstream higher education, as they are inadequately prepared to engage with advanced scientific concepts or form informed opinions about scientific breakthroughs.

The presentation of creationism and evolution in such a manner can be likened to a conspiracy theory, as it asserts that mainstream scientists are engaged in a coordinated effort to propagate false concepts. This approach to education has the potential to influence children, making them more susceptible to accepting and embracing other conspiracy theories. By instilling a mindset that questions established scientific principles, individuals may become more inclined to embrace alternative narratives that deviate from widely accepted knowledge.

Upon analyzing the third and fourth editions of the material, the authors discovered a concerning pattern. They observed that younger primary school children are shielded from any ideas that contradict ACE's literal interpretation of the Bible until they reach Year 9 or the eighth grade in the US, typically at around 13 years of age. This finding contradicts the educational guidance provided by Ofsted, which emphasizes the importance of offering primary school children a comprehensive and unbiased science education that encompasses a wide range of perspectives.

Ofsted's guidelines highlight the need for a balanced approach, ensuring that students are exposed to diverse scientific viewpoints. By delaying exposure to alternative ideas until a later stage, the ACE curriculum may hinder the development of a well-rounded understanding of science during the formative years of primary education.

The fourth edition of ACE's material was initially introduced in 2009 for the youngest age group, specifically five- to six-year-olds. Subsequently, the curriculum for other grade levels was released gradually over time. The material designed for 12- to 14-year-olds was made available in 2016, followed by the release of material for the same age group in 2020. This staggered release indicates a deliberate progression in the dissemination of ACE's educational content across different age groups.

In general, the third and fourth editions of ACE's material exhibit minimal differences, with the notable addition of two new arguments. However, it is important to acknowledge that these arguments have been widely discredited by the scientific community. One of the new claims involves the assertion that minute quantities of polonium discovered in granite rocks serve as evidence for the instantaneous formation of the Earth. The other argument suggests that the presence of blood vessels and soft tissue in certain dinosaur fossils indicates a relatively recent demise, implying that the Earth is a young planet. It is crucial to note that these assertions have been thoroughly debunked by scientists and are not supported by current scientific consensus.

ACE has faced criticism in the past for its heavy reliance on rote memorization as a predominant learning style, often at the expense of other effective teaching methods. Additionally, concerns have been raised regarding the presentation of misleading or distorted information within the ACE curriculum. One recurring issue is the inclusion of creationism in non-science lessons, which goes against the widely accepted separation of scientific and religious instruction. This approach may lead to the portrayal of those who believe in evolution as making an immoral choice, creating an unnecessary and divisive dichotomy between scientific understanding and personal beliefs. Such practices have drawn scrutiny and raised concerns about the quality and balance of education provided within ACE schools.

The material has faced prior scrutiny for endorsing white supremacism and justifying South African apartheid. ACE encountered more than 150 lawsuits in its initial two decades, primarily centered around accreditation matters. Additional legal disputes followed. The company firmly maintains that Christian schools should remain unregulated, and educational institutions implementing ACE's curriculum have staunchly defended this stance through litigation.

Dr. Scaramanga further emphasized the need to raise questions regarding how schools utilizing ACE publications, as well as those heavily reliant on them, manage to meet Ofsted's requirements during inspections. It is evident that the curricula and materials employed by these schools do not deliver a comprehensive and unbiased science education. Additionally, they fall short of the obligation to foster respect for diverse beliefs. This raises concerns about the evaluation process and calls for a closer examination of how these schools are assessed and held accountable for meeting educational standards.

Notes to Editors

Jenna Scaramanga, Michael Reiss ‘Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ will be published in Cultural Studies of Science Education on Thursday 18^th May, 01:00 UK time / Wednesday 17^th May, 20:00 Eastern US time, and is under a strict embargo until this time.

The DOI for this paper will be 10.1007/s11422-023-10187-y

Additional material

PDFs of educational material available here.

File 1108 includes some climate change denial content.

1096 is an excerpt from the fourth edition for 13-14 years, although students work through ACE material at their own speed so may be older / younger.

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