What I Learned from Teaching Darwin (C. Brandon Ogbunu, 04.23.2026, undark)
On the first day of class, I joked with students that I would play the role of their politically conservative uncle. That is, there would be no trigger warnings and none of the cushioning that has become standard in college courses that include exposure to ideas and readings with offensive language or content. I told them that we would read Darwin’s books as they were written and try to understand them, and if they didn’t like that, to enroll in a different course. The larger lesson was simple: To study a complex world, you must read difficult material and learn to interpret it with rigor and empathy.
I was priming the class for Darwin’s views on race and gender, ideas that complicate many of our largely positive opinions of him (mine included). Some of my selective memory, which demotes his problematic takes, has support: There is a literature on how progressive he was compared to scientists like his cousin Francis Galton, who coined the term “eugenics” in 1883. But reading Darwin’s 1871 book “The Descent of Man” in a classroom with several young women from around the world softened my rigid stance that the right response to backward takes is to simply get over them. I still believe that refusing to read or interpret such work is unscholarly. But I also came to admit something I had been too eager to brush aside: Even when we consider historical context, there is still something painful about reading a giant of science describe human differences in the language of hierarchy, rank, and levels of civilization.
If his ideology did not place white men at the pinnacle, no one would ever have heard of him.