Evolutionary Psychology
www.epjournal.net – 2009. 7(4): 490-516
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Original Article
Educational Professionals’ Knowledge and Acceptance of Evolution
Louis S. Nadelson, College of Education, Boise State University, Boise, ID, USA. Email:
LouisNadelson@BoiseState.edu (Corresponding author).
Gale M. Sinatra, Department of Educational Psychology, University of Nevada, Las Vegas, NV, USA.
Abstract: This study sought to determine if we could identify a cadre of educational
professionals with sufficient knowledge and acceptance of biological evolution to objectively
evaluate the merits of the emerging discipline of evolutionary educational psychology. Members
of APA and AERA were recruited to complete surveys measuring demographic characteristics,
evolution knowledge (specifically natural selection), and evolution acceptance. We tested a
model representing propensity toward open-minded examination of the merits of evolutionary
educational psychology. Results showed evolution knowledge and acceptance, personal beliefs,
academic and research experience, were key indicators of willingness to engage in objective
evaluation of this new discipline. We conclude that there are a number of educational
professionals with sufficient levels of evolution knowledge and acceptance to evaluate the
plausibility and applicability of this new perspective.
Keywords: evolutionary psychology, knowledge and acceptance, personal beliefs, professional
experience
¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Introduction
A burgeoning area of research posits that our phylogenic history may have important
implications for cognition and learning (see Carlson and Levin, 2007, 2008). From a phylogenic
perspective, humans have evolved certain anatomical and physiological configurations which
result in cognitive attributes that influence learning (Gazzaniga, 2008). Our anatomical and
cognitive structures equip us to make sense of the world beginning in the early