The Exclusion of Evolutionary Theory from Biology Education in Iraqi Kurdistan: A Preliminary Inquiry

Abstract

Evolutionary theory has long been a subject of controversy in the Kurdistan Region of Iraq, where it has faced both censorship and systematic exclusion from the educational system. Despite its foundational role in biological science, evolution is deliberately omitted from school and university curricula, leaving students ill-prepared for higher education and disconnected from global scientific discourse. This paper presents a preliminary theoretical exploration of the consequences of censoring this scientific theory—particularly its impact on scientific literacy, students’ understanding of biology, and the broader implications for critical thinking and education in the region. It includes a focused case study revealing the deliberate removal of evolutionary content from the Kurdish edition of a biology textbook, originally adapted from an English-language version in which evolution features prominently. The paper also addresses the linguistic challenges involved in translating the term "evolution" into Kurdish, which has led to widespread misconceptions about the theory. It further revisits the relatively unknown engagement of early 20th-century Kurdish physician Abdulla Cevdet with evolutionary thought. In doing so, the paper calls for future empirical research on the censorship of evolution in Kurdish-language textbooks. It recommends investigating public, educator, and biology teacher perceptions of the theory, the influence of religious and cultural beliefs on public attitudes toward evolution, and the overall scarcity of academic research on the subject.