Global Initiatives Grant Report – Humans have never been chimpanzees or gorillas: a campaign to correct public misconceptions about human evolution in Tanzania

Introduction

Human evolution is included in the mainstream history curriculum at the grassroots level in Tanzania. Nevertheless, numerous educational resources written by historians assert that early hominins and contemporary humans underwent evolutionary development from chimpanzees or gorillas. Misunderstandings around this concept have significantly eroded the public’s confidence in science, particularly regarding human evolution. As a result, there has been a strong public demand to replace historical texts that establish a connection between people and their ancestors with chimpanzees or gorillas. National Assembly members have engaged in discussions regarding the matter, and efforts are being made to amend history books, even though there is currently a lack of alternative texts available to take their place. Educational misconceptions and a lack of understanding of human evolution harm archaeological and paleoanthropological research. This, in turn, leads to a drop in public interest and limited support for the discipline and site management. Our project was a first step towards establishing a nationwide campaign to enhance public understanding of human evolution, starting with a pilot study in the Arusha and Kilimanjaro regions.

Aim and methods

Our project provided workshop training for local history students and teachers of grade III to correct misconceptions surrounding human evolution, specifically the role that Tanzania played in these developments. Three schools from each region were randomly selected for this pilot study. In the Kilimanjaro region, fifty-two students and four teachers from Karanga Primary School, fifty-six students and two teachers from Muungano Primary School, and one hundred twenty-seven students and three teachers from Mawenzi Primary School participated in the training workshop. In the Arusha region, sixty-nine students and three teachers from Endoro Primary School, eighty students and three teachers from Ganako Primary School, and sixty-seven students and five teachers from Bashay Primary School participated in the training workshop.

Training materials were designed by artists who were assisted by early childhood education specialists to produce a simplified version of the human origins booklet, incorporating puzzles, games and image painting to engage students. A simplified book was also given to history teachers to deepen their understandings of human origins. Five questions were administered to students during the pre-and post-workshop training to measure the impact and outcomes of the sessions. Training methods included using casts of hominin fossils, booklets, posters and banners to impart knowledge of human evolution (Figures 1, 2, 3, 4). Students were lectured using an overhead projector (drawing examples from human evolution literature and websites) to highlight current understandings of human evolution, including fossil and artefact evidence, discoveries made within and outside the continent, factors that drive evolutionary change, and the role that Tanzania played in the evolution of human origins. At the end of each lecture, students and their teachers were given a chance to ask questions and make recommendations, which were documented and submitted to the National Museum of Tanzania. The ensuing section presents the workshop training feedback from the students in both Kilimanjaro and Arusha regions.

Results

Pre-training responses showed that students in both regions believed that humans may have originated directly from chimpanzees. In the Kilimanjaro region, ancient aliens and spirits were the second most popular choices compared to the Arusha region, where human origins were thought to be directly linked to common ancestors with chimpanzees. The belief that God created humans was more prevalent in the Arusha region than in the Kilimanjaro region. After receiving the training, most students agreed that human evolution enables them to understand the development of modern humans from early ancestors and evaluate the evolution of human technological capability through the transition from stone tools to modern implements. Students were introduced to Homo habilis and Australopithecus afarensis as examples of early human species that were discovered in Africa. They understood that humans did not evolve directly from the chimpanzees but instead shared a common ancestor. The impact of student training is reflected in their answers. The majority cited Africa as a place where fossil evidence indicates early humans first evolved before migrating to other continents. Relatedly, most students indicated that fossil bones and artefacts are the main sources of data required for studying human origins.

Conclusion

The campaign to correct misconceptions about human evolution in Tanzania effectively addressed widespread misunderstandings regarding human ancestry and evolution among local history students and teachers. By imparting accurate scientific narratives and dispelling the myth that humans evolved directly from chimpanzees or gorillas, this project helped bridge critical gaps in knowledge. The project successfully demonstrated a shift in understanding across the Arusha and Kilimanjaro regions, as reflected in post-training results. Many students altered their views, moving from inaccurate beliefs to recognising that Africa, specifically Tanzania, was a region that played a pivotal role in human evolutionary history. The training enriched students’ comprehension of hominin fossils, such as Paranthropus boisei and other early human species and deepened their awareness of the scientific methods used to study human origins. The success of this pilot underscores the importance of targeted educational initiatives in rectifying misconceptions that hinder scientific appreciation and support for archaeological and paleoanthropological research in Tanzania.

Recommendations

• Given the positive outcomes, we suggest broadening the campaign to additional areas in Tanzania. Implementing comparable workshops and training sessions nationwide could help reduce misunderstandings and bolster public support for heritage preservation and paleoanthropological research in the country.
• Collaborating with the Tanzanian Ministry of Education to integrate precise evolutionary science into the national history curriculum would formalise these insights.
• Creating and distributing locally relevant educational materials, including posters, booklets, and interactive digital content, effectively enhances information accuracy and improves accessibility for students.
• Implementing periodic assessments across schools to gauge the ongoing understanding of human evolution could provide valuable feedback. This would allow modifications to teaching materials and strategies to address persistent misconceptions.
• Fostering the involvement of local leaders and policymakers in educational campaigns to create a more supportive environment for scientific education to gain broader societal acceptance and backing by highlighting these educational needs in National Assembly discussions.