Michael Reiss

Michael Reiss (born 1960) is a British bioethicist, educator, Anglican priest and journalist.

Career

Reiss is Professor of Science Education at the Institute of Education, London; and from 2006 to 2008 was Director of Education at the Royal Society, a position he resigned on 16 September 2008 following protests from some Fellows of the society about his views on tackling creationism when teaching evolution.

Reiss' work in the fields of science education, bioethics and sex education; and he has particular interest in the ethical implications of genetic engineering.

In science education, he currently directs projects funded by the Department for Education and Skills . He conducts a longitudinal, ethnographic study of pupils' learning, currently in its eleventh year.

Reiss is a frequent consultant to the Royal Society, the Qualifications and Curriculum Authority, the Training and Development Agency for Schools (formerly known as the Teacher Training Agency or the TTA) and other organisations. He serves on the editorial board of the International Journal of Science Education.

Controversy

In September 2008 Reiss suggested that, rather than dismissing creationism as a "misconception", teachers should take the time to explain why creationism had no scientific basis. His views were presented in some media reports as lending support to teaching creationism as a legitimate point of view; however the Royal Society later stated that this was a misrepresentation. Reiss stressed that the topic should not be taught as science, but rather that it should be construed as a cultural "worldview". Reiss argued that it was more effective to engage with pupils' ideas about creationism, rather than to obstruct discussion with those who do not accept the scientific version of the evolution of species. More specifically, Reiss was reported to have said at the University of Liverpool:

An increasing percentage of children in the UK come from families that do not accept the scientific version of the history of the universe and the evolution of species. What are we to do with those children? My experience after having tried to teach biology for 20 years is if one simply gives the impression that such children are wrong, then they are not likely to learn much about the science that one really wants them to learn. I think a better way forward is to say to them, "Look, I simply want to present you with the scientific understanding of the history of the universe and how animals and plants and other organisms evolved."

Reiss later said:

Some of my comments about the teaching of creationism have been misinterpreted as suggesting that creationism should be taught in science classes. Creationism has no scientific basis. However, when young people ask questions about creationism in science classes, teachers need to be able to explain to them why evolution and the Big Bang are scientific theories; but they should also take the time to explain how science works and why creationism has no scientific basis. I have referred to science teachers discussing creationism as a "worldview;" this is not the same as lending it any scientific credibility.

Three Nobel laureate fellows of the Royal Society, Sir Harry Kroto and Sir Richard Roberts and Sir John Sulston, asking that Reiss step down following his remarks. Kroto and others are concerned that the society, the world's oldest scientific organisation, is failing to take a sufficiently robust stance against those religious fundamentalist forces which oppose scientific teachings about the origins of the Earth and humanity. Kroto tried to identify the roots of this controversy when he explained:

The thing the Royal Society does not appreciate is the true nature of the forces arrayed against it and the Enlightenment for which the Royal Society should be the last champion.

Royal Society fellow Richard Dawkins also described a clergyman being in Reiss's seat as "a Monty Python sketch".

External links

• Institute of Education web page