Abstract
Evolution as paradigm is a prescribed topic in contemporary South African education. This means that macro-evolution – the idea that life evolved progressively from inert matter to humankind’s coming into being – must form the foundation of South African education. The aim of this article is to reflect, in a spirit of respectful yet critical enquiry, on three issues with regard to macro-evolution: First, the theory of macro-evolution is placed in its historical context which indicates that although this theory owes its widespread acceptance to Charles Darwin, it did not originate with him. Second, the scientific status of the theory of macro-evolution is scrutinised. Karl Popper’s view of this theory as a metaphysical framework for research is given, accompanied by a brief discussion. Third, three evolutionary worldviews are identified and discussed.Copyright information
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