Chapter 15 Evolution Education in Iran: Shattering Myths About Teaching Evolution in an Islamic State Mahsa Kazempour and Aidin Amirshokoohi Abstract This chapter will examine the teaching of evolution in the public edu- cation system of the Islamic Republic of Iran. The goal of this chapter is to examine the status of evolution education in the Iranian education system and address inaccurate presumptions that are seeded in the Western views of Iran as a theocratic state with dilapidated ideals and perspectives. Through examination of existing literature and previous reviews and analyses of Iran’s science textbooks and nationally mandated curriculum content, this chapter will attempt to shed light on: (a) the views of nature of science projected in the science education standards, (b) the depiction and description of the evolutionary emergence of life and concepts such as natural selection, mutation, and adaptation in the K-12 science content, (c) the history of science and evolution education in Iran, and (d) possible factors that have contributed to Iran’s relatively in-depth and accurate attention to evolution education when compared to neighboring countries in the region. There are areas pertaining to evolution education in Iran that remain unexplored and suitable for future research. Further inquiry is necessary into understanding the implementation of the Iranian evolution curriculum and the students, teachers, and general public’s beliefs and attitude with respect to evolution. 15.1 Introduction The opposition to evolution education by the Christian right groups and their continual attempts to omit evolution from school science curricula or include cre- ationism in the science classroom has been an ongoing source of controversy and M. Kazempour (&) Penn State University—Berks, Reading, PA, USA e-mail: muk30@psu.edu A. Amirshokoohi DeSales University, Center Valley, PA, USA © Springer International Publishing AG, part of Springer Nature 2018 H. Deniz and L. A. Borgerding (eds.), Evolution Education Around the Globe, https://doi.org/10.1007/978-3-319-90939-4_15 281