# Remembering Robert May: A Legacy in Science and Education
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Chapter 1: A Life of Influence
The National Center for Science Education has lost a significant figure in Robert May, who passed away on April 28, 2020, at the age of 84. Throughout history, every period has its champions, and May was a beacon of knowledge and inspiration within the ecological educational community. He began his career in physics but later transitioned to theoretical ecology and population biology, a field in which he made remarkable contributions. One of his notable works is Theoretical Ecology: Principles and Applications (1976), now in its third edition.
This multifaceted individual was not only a researcher in ecology but also made strides in epidemiology and finance. His expertise was instrumental in advising high-ranking officials, serving as the Chief Scientific Adviser to the UK government from 1995 to 2000, and later as President of the Royal Society from 2000 to 2005. His peers and the broader scientific community recognized his caliber and dedication to societal progress.
May's efforts deserve commendation, as his work profoundly impacted our lives, rooted in technology that builds upon scientific discoveries made by experts like him. He actively opposed the integration of creationism into the educational system—an informal theological stance masquerading as a scientific one. In 1982, he published “Creationism, Evolution, and High School Texts” in Nature, one of the leading academic journals at the time. This was following the landmark McLean v. Arkansas case, which addressed similar issues. Despite early victories in this arena, he warned that “there are signs that new editions of major high school texts are being eviscerated.”
Section 1.1: The Creationism Debate
May emphasized that while creationism might be examined within theological studies, it should not encroach upon biology education in science classrooms. He pointed out that a creationist biology textbook had gained approval in states like Oregon, Oklahoma, Georgia, and Alabama. He expressed concern over the ongoing disputes surrounding the portrayal of biblically literal Creationism as a legitimate alternative to evolution in science curricula.
As early as 2005, May was among the prominent figures articulating the landscape of creationism and religion in the United States, a topic that I have similarly documented in Canada. He highlighted the emergence of a “growing network of fundamentalist foundations and lobby groups” advocating for creationism and its veiled counterpart, “intelligent design,” to be included in science education.
Subsection 1.1.1: The Anti-Science Movement
Section 1.2: Advocating for Science
The anti-science movement promotes a narrative that undermines scientific education, challenging established concepts such as pollution, ozone depletion, and climate change without credible evidence. Even in his later years, May continued to advocate for public understanding of scientific issues, particularly concerning global warming. His distinguished academic career began with a B.Sc. in chemical engineering and theoretical physics in 1956, followed by a Ph.D. in theoretical physics in 1959 from the University of Sydney. He held esteemed positions at institutions like Oxford and Harvard and received numerous accolades, including the Medal of the Linnean Society of London in 1991, the Crafoord Prize in 1996, and a MacArthur Fellowship in 1984.
Chapter 2: A Lasting Legacy
In closing, we honor Robert May for his unwavering dedication to science and education. His impact will be felt long after his passing, and he will be deeply missed by those who held him in high regard. Thank you for your invaluable contributions, Robert.