Jewish Thought and the Science Classroom: The Treatment of Evolution in Israeli Schools s

Although often conceived as an early 20^th century American Christian phenomenon, recent scholarship has illustrated that religious anti-evolution sentiment has been increasing, and in fact has “gone global” over the past decades-- including into Orthodox Jewish communities (e.g. Numbers 2006). A recent Pew study released in March 2016 related that when asked if they "believe in" evolution only 11% of those who identified themselves as “Dati” answered in the affirmative, along with 35% of those who identify as “Masorati”, and 3% who identify as “Haraedi” (83% of those who identify as “Hiloni” answered in the affirmative, acceptance of evolution among religious Muslims was similarly low, see http://www.pewforum.org/files/2016/03/Israel-Survey-Full-Report.pdf).

Burton (2011) had critiqued Israeli schools for teaching less evolution than theocratic Iran due to Jewish anti-evolutionist forces, but a curriculum adjustment that took effect last academic year (2015-2016) has mandated instruction of evolution in the ecology section of biology courses in both 11^th and 8^th grade. Still Shaked (2014) has argued that even if evolution is taught in biology, there is no attempt made to help students come to religious terms with the scientific theory. Indeed in a preliminary study conducted in American Modern Orthodox schools, Selya (2006) found that some schools who teach evolution in science class, also teach that this element of biological theory is in opposition to Jewish theology. The proposed paper will present ethnographic research currently being conducted by the author on the perspectives of contemporary teachers, students, and administrators in religious schools regarding evolution education.