Abstract

Science educators and policy makers have long justified science education and science literacy on the basis of its utility/usefulness in daily life outside the classroom. The purpose of this article is to analyze utility justifications for science education in general and evolution understanding in particular, focusing on whether or not situations that require science/evolution understanding are common in everyday life and how likely citizens are to apply their classroom-acquired knowledge to the problem at hand. In response to this analysis, I maintain that efforts to convince students of the practical utility of evolution in their daily lives are often misguided and largely irrelevant to individual students. I propose a small set of justifications that might be more relevant, interesting, and convincing to young people, then close with some educational implications of my position. This chapter is meant to initiate a wider conversation among evolution educators about what student-centered justifications for evolution education might be, including expansion and criticism of the list presented here.