Queensland Teachers Instructed to Teach Creationist Views in Science Classes
Science and humanities teachers employed by a network of Christian schools in Queensland were reportedly directed to teach creationism in their classrooms, including the controversial assertion that juvenile vegetarian dinosaurs were present on Noah's Ark. This instruction emerged following a conference hosted by the fundamentalist group Answers in Genesis, which some educators were told was compulsory to attend.
Compulsory Conference Promotes Alternative Scientific Views
The event, organised by Christian Community Ministries (CCM) which operates fifteen schools across Australia, featured presentations by Andrew Snelling, the Australian geologist who serves as Answers in Genesis' director of research. Teachers present at the conference reported that Snelling challenged established scientific consensus, describing radiometric dating techniques as flawed and attributing the formation of the Himalayas to the biblical "great flood".
Educators were subsequently encouraged to incorporate this material into both their science and humanities lessons, raising significant concerns about curriculum compliance and educational standards. While faith-based schools have the right to teach religious doctrine, there remains a clear responsibility to adhere to the approved syllabus and provide students with mainstream scientific understanding.
Curriculum Compliance Questions Raised
Professor David Geelan, president of the Science Teachers' Association of Queensland, emphasised that the state's science curriculum explicitly introduces evolutionary theory to students from year ten. "Students need to understand evolution as an explanation for the diversity of life and discuss the scientific evidence supporting the theory," Geelan stated. He suggested that thoughtful teachers in faith-based institutions could present both perspectives while ensuring students demonstrate understanding of established scientific principles for assessments.
The Queensland Curriculum and Assessment Authority confirmed that state syllabuses support teaching scientific theories including evolution, with several checkpoints throughout the year to ensure requirements are met. However, Geelan noted there is limited mechanism for compliance checking, granting schools considerable autonomy in how they deliver curriculum content.
Organisational Response and Defence
John Lyndon, chief executive of Christian Community Ministries, defended the organisation's approach, stating that CCM schools teach "the full requirements of the Australian curriculum", including evolutionary theory. "As a Christian school, we also welcome insights from scientists and scholars who work from a biblical worldview," Lyndon explained, adding that this enables students to develop well-rounded understanding and determine their own beliefs.
Lyndon described Snelling as "a highly qualified and respected geologist" and dismissed reports about the presentation as "inaccurate" and "absurd". He emphasised that parents deliberately choose CCM schools for their Christ-centred educational approach, which he maintains is fully compliant with national curriculum requirements.
Broader Concerns About Science Education
Answers in Genesis represents a "young earth creationist" perspective that disputes significant strands of consensus science, instead claiming scientific evidence supports biblical creation stories. Professor Geelan expressed concern that sustaining creationist theories requires scepticism about substantial bodies of current scientific knowledge, potentially fostering broader science denialism.
"Answers in Genesis say scientists are lying to you ... that very often then forms up with other forms of science denialism," Geelan observed. "That distrust of science is the main negative." The organisation, now fronted by former Australian Christian Lobby head Martyn Iles, has signalled increased activity in Australia, with events scheduled at CCM schools including Mueller College in north Brisbane.
This situation highlights ongoing tensions between religious education and scientific curriculum requirements, raising important questions about how faith-based institutions balance doctrinal teaching with their responsibility to provide students with mainstream scientific understanding as outlined in national education standards.
