Being open to new ways of thinking should be encouraged. But blindly "teaching the controversy" shouldn'tis the news editor of New Humanist magazine and blogs at blog.newhumanist.org.uk

Thirty reasons why man is not descended from apes may seem an unlikely thing for children to learn on an educational school trip. But that's just one of the treats in store at Noah's Ark Zoo Farm, a creationist establishment near Bristol which was recently awarded a "quality badge" by the Council for Learning Outside the Classroom.

The council's deputy chief executive, Elaine Skates, defended the decision by saying she believed that "an important aim of learning outside the classroom is allowing children and young people access to education that challenges assumptions and allows them to experience a range of viewpoints."

What Skates is endorsing here, though probably unwittingly, is a notion known as "teach the controversy". The term was coined by the Discovery Institute, America's most notorious creationist organisation, as a means of arguing for the teaching of Biblical creation alongside evolution in US schools.

Operating ostensibly from the principle of free speech, its proponents argue that the purpose of education is to allow children to reach their own conclusions, as though there are no facts, and all knowledge is subjective.

Perhaps it sounds reasonable to be open-minded. But those arguing for "teach the controversy" in this area do so disingenuously – it's a convenient way of inserting their own brand of "truth" into education.

There are controversies in all disciplines, including science. But the scientific "controversies" covered by the teach-the-controversy brigade tend to highlight problems that don't actually exist. Just look at the examples provided by Answers in Genesis, a website run by Ken Ham who is also founder of Kentucky's Creation Museum. Here you can learn why the Earth is 6,000 years old, or why "dinosaurs make perfect sense in light of the biblical history of creation and the Flood".

Away from creationism and intelligent design, the main area in which "teach the controversy" has been invoked is climate change, with conservatives in some US states campaigning for children to be taught alternative explanations to anthropogenic global warming. There is even evidence of creationists adding climate change to their list of controversies, in order to create the impression that their concern is not with religion, but with the balanced teaching of science in general.

We're used to hearing about these things happening across the Atlantic, but "teach the controversy" appears to be making inroads in the UK. The decision to award Noah's Ark Zoo the "quality badge" was welcomed by no less a figure than Ann Widdecombe, who used her weekly Daily Express column to accuse critics of the zoo, particularly the British Humanist Association, of stifling free speech. "The British Humanist Association does not believe that children should be allowed even to discuss creation or to be exposed to any evidence that might support it," she said.

But what "evidence" for Biblical creation might children observe at Noah's Ark? Having spent a delightful summer's day there last year, I can confirm it's a lovely zoo – there are tigers and giraffes, a petting zoo for the really little ones and lots of fun slides in the picnic area. But try and learn anything about natural history, and things become less straightforward. Ever wondered why birds sing? To "praise their maker", of course. How about why rhinos are practically bald? "It is likely that God's earliest design for the rhino had both nose horns and hair, but these were lost in some species later." Stroll over to the "Noah's Ark Exhibition", which contains a "scale model" of the ark, and things take a turn for the sinister – "All the people in the world come from Noah's sons Shem, Ham and Japheth. Caucasian from Japheth, Semitic from Shem, and Negroid/Mongoloid/Redskin from Ham." It's everything you need for a school trip – fluffy animals, slides and creationist racial theory.

In his recent documentary, Faith School Menace?, Richard Dawkins

witnessed the effects of "teach the controversy" first hand, meeting a class of 15-year-olds at a Muslim faith school who all believed evolution to be false. Writing on Comment is Free the day after the documentary was broadcast, Erfana Bora, a science teacher at an Islamic school in Leicester, suggested this isn't a problem – in faith schools like hers, students learn one perspective in science lessons and the other in religious studies, and then "literally make their own minds up as to what they believe". It makes for an inquisitive class too, with pupils approaching Bora with questions like "Do humans really share a common ancestor with apes?" She didn't say how she answers this question – does she tell them yes, or does she say that while scientists would say yes, Qur'anic scholars (who the pupils are used to seeing as authority figures) would say no?

Proponents of teach the controversy would have us believe that this is the purpose of education – to allow children to think for themselves, it is necessary to teach them things that aren't true alongside things that are. But if a child leaves school thinking that humans don't share a common ancestor with other apes, isn't the truth just that the education system failed them?

Paul Sims is the news editor of New Humanist magazine and blogs at

blog.newhumanist.org.uk