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If evolution is real, then why isn’t it happening now? An anthropologist explains that humans actually are still evolving

Humans are still evolving! From skin color to lactose tolerance and disease resistance, discover how our bodies keep adapting to changing environments and why evolution is an ongoing process—even in the modern world.

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Is Human Evolution Still Happening? Why We’re Evolving Right Now
Inuit people such as these Greenlanders have evolved to be able to eat fatty foods with a low risk of getting heart disease.
Olivier Morin/AFP via Getty Images

If evolution is real, then why isn’t it happening now? An anthropologist explains that humans actually are still evolving

Michael A. Little, Binghamton University, State University of New York

Curious Kids is a series for children of all ages. If you have a question you’d like an expert to answer, send it to CuriousKidsUS@theconversation.com.


If evolution is real, then why is it not happening now? – Dee, Memphis, Tennessee


Many people believe that we humans have conquered nature through the wonders of civilization and technology. Some also believe that because we are different from other creatures, we have complete control over our destiny and have no need to evolve. Even though lots of people believe this, it’s not true.

Like other living creatures, humans have been shaped by evolution. Over time, we have developed – and continue to develop – the traits that help us survive and flourish in the environments where we live.

I’m an anthropologist. I study how humans adapt to different environments. Adaptation is an important part of evolution. Adaptations are traits that give someone an advantage in their environment. People with those traits are more likely to survive and pass those traits on to their children. Over many generations, those traits become widespread in the population.

The role of culture

We humans have two hands that help us skillfully use tools and other objects. We are able to walk and run on two legs, which frees our hands for these skilled tasks. And we have large brains that let us reason, create ideas and live successfully with other people in social groups.

All of these traits have helped humans develop culture. Culture includes all of our ideas and beliefs and our abilities to plan and think about the present and the future. It also includes our ability to change our environment, for example by making tools and growing food.

Although we humans have changed our environment in many ways during the past few thousand years, we are still changed by evolution. We have not stopped evolving, but we are evolving right now in different ways than our ancient ancestors. Our environments are often changed by our culture.

We usually think of an environment as the weather, plants and animals in a place. But environments include the foods we eat and the infectious diseases we are exposed to.

A very important part of the environment is the climate and what kinds of conditions we can live in. Our culture helps us change our exposure to the climate. For example, we build houses and put furnaces and air conditioners in them. But culture doesn’t fully protect us from extremes of heat, cold and the sun’s rays.

a man runs after one of several goats in a dry, dusty landscape
The Turkana people in Kenya have evolved to survive with less water than other people, which helps them live in a desert environment.
Tony Karumba/AFP via Getty Images

Here are some examples of how humans have evolved over the past 10,000 years and how we are continuing to evolve today.

The power of the sun’s rays

While the sun’s rays are important for life on our planet, ultraviolet rays can damage human skin. Those of us with pale skin are in danger of serious sunburn and equally dangerous kinds of skin cancer. In contrast, those of us with a lot of skin pigment, called melanin, have some protection against damaging ultraviolet rays from sunshine.

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People in the tropics with dark skin are more likely to thrive under frequent bright sunlight. Yet, when ancient humans moved to cloudy, cooler places, the dark skin was not needed. Dark skin in cloudy places blocked the production of vitamin D in the skin, which is necessary for normal bone growth in children and adults.

The amount of melanin pigment in our skin is controlled by our genes. So in this way, human evolution is driven by the environment – sunny or cloudy – in different parts of the world.

The food that we eat

Ten thousand years ago, our human ancestors began to tame or domesticate animals such as cattle and goats to eat their meat. Then about 2,000 years later, they learned how to milk cows and goats for this rich food. Unfortunately, like most other mammals at that time, human adults back then could not digest milk without feeling ill. Yet a few people were able to digest milk because they had genes that let them do so.

Milk was such an important source of food in these societies that the people who could digest milk were better able to survive and have many children. So the genes that allowed them to digest milk increased in the population until nearly everyone could drink milk as adults.

This process, which occurred and spread thousands of years ago, is an example of what is called cultural and biological co-evolution. It was the cultural practice of milking animals that led to these genetic or biological changes.

Other people, such as the Inuit in Greenland, have genes that enable them to digest fats without suffering from heart diseases. The Turkana people herd livestock in Kenya in a very dry part of Africa. They have a gene that allows them to go for long periods without drinking much water. This practice would cause kidney damage in other people because the kidney regulates water in your body.

These examples show how the remarkable diversity of foods that people eat around the world can affect evolution.

gray scale microscope image of numerous blobs
These bacteria caused a devastating pandemic nearly 700 years ago that led humans to evolve resistance to them.
Image Point FR/NIH/NIAID/BSIP/Universal Images Group via Getty Images

Diseases that threaten us

Like all living creatures, humans have been exposed to many infectious diseases. During the 14th century a deadly disease called the bubonic plague struck and spread rapidly throughout Europe and Asia. It killed about one-third of the population in Europe. Many of those who survived had a specific gene that gave them resistance against the disease. Those people and their descendants were better able to survive epidemics that followed for several centuries.

Some diseases have struck quite recently. COVID-19, for instance, swept the globe in 2020. Vaccinations saved many lives. Some people have a natural resistance to the virus based on their genes. It may be that evolution increases this resistance in the population and helps humans fight future virus epidemics.

As human beings, we are exposed to a variety of changing environments. And so evolution in many human populations continues across generations, including right now.


Hello, curious kids! Do you have a question you’d like an expert to answer? Ask an adult to send your question to CuriousKidsUS@theconversation.com. Please tell us your name, age and the city where you live.

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And since curiosity has no age limit – adults, let us know what you’re wondering, too. We won’t be able to answer every question, but we will do our best.

Michael A. Little, Distinguished Professor Emeritus of Anthropology, Binghamton University, State University of New York

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Sinking Cities: Why Parts of Phoenix—and Much of Urban America—Are Slowly Dropping

Link: https://stmdailynews.com/sinking-cities-why-parts-of-phoenix-and-much-of-urban-america-are-slowly-dropping/

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Forgotten Genius Fridays

Valerie Thomas: NASA Engineer, Inventor, and STEM Trailblazer

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Last Updated on February 10, 2026 by Daily News StaffValerie Thomas

Valerie Thomas is a true pioneer in the world of science and technology. A NASA engineer and physicist, she is best known for inventing the illusion transmitter, a groundbreaking device that creates 3D images using concave mirrors. This invention laid the foundation for modern 3D imaging and virtual reality technologies.

Beyond her inventions, Thomas broke barriers as an African American woman in STEM, mentoring countless young scientists and advocating for diversity in science and engineering. Her work at NASA’s Goddard Space Flight Center helped advance satellite technology and data visualization, making her contributions both innovative and enduring.

In our latest short video, we highlight Valerie Thomas’ remarkable journey—from her early passion for science to her groundbreaking work at NASA. Watch and be inspired by a true STEM pioneer whose legacy continues to shape the future of space and technology.

🎥 Watch the video here: https://youtu.be/P5XTgpcAoHw

Dive into “The Knowledge,” where curiosity meets clarity. This playlist, in collaboration with STMDailyNews.com, is designed for viewers who value historical accuracy and insightful learning. Our short videos, ranging from 30 seconds to a minute and a half, make complex subjects easy to grasp in no time. Covering everything from historical events to contemporary processes and entertainment, “The Knowledge” bridges the past with the present. In a world where information is abundant yet often misused, our series aims to guide you through the noise, preserving vital knowledge and truths that shape our lives today. Perfect for curious minds eager to discover the ‘why’ and ‘how’ of everything around us. Subscribe and join in as we explore the facts that matter.  https://stmdailynews.com/the-knowledge/

Forgotten Genius Fridays

https://stmdailynews.com/the-knowledge-2/forgotten-genius-fridays/

🧠 Forgotten Genius Fridays

A Short-Form Series from The Knowledge by STM Daily News

Every Friday, STM Daily News shines a light on brilliant minds history overlooked.

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Forgotten Genius Fridays is a weekly collection of short videos and articles dedicated to inventors, innovators, scientists, and creators whose impact changed the world—but whose names were often left out of the textbooks.

From life-saving inventions and cultural breakthroughs to game-changing ideas buried by bias, our series digs up the truth behind the minds that mattered.

Each episode of The Knowledge runs 30–90 seconds, designed for curious minds on the go—perfect for YouTube Shorts, TikTok, Reels, and quick reads.

Because remembering these stories isn’t just about the past—it’s about restoring credit where it’s long overdue.

 🔔 New episodes every Friday

📺 Watch now at: stmdailynews.com/the-knowledge

 🧠 Now you know.  

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  • Rod Washington

    Rod: A creative force, blending words, images, and flavors. Blogger, writer, filmmaker, and photographer. Cooking enthusiast with a sci-fi vision. Passionate about his upcoming series and dedicated to TNC Network. Partnered with Rebecca Washington for a shared journey of love and art. View all posts


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The Knowledge

Beneath the Waves: The Global Push to Build Undersea Railways

Undersea railways are transforming transportation, turning oceans from barriers into gateways. Proven by tunnels like the Channel and Seikan, these innovations offer cleaner, reliable connections for passengers and freight. Ongoing projects in China and Europe, alongside future proposals, signal a new era of global mobility beneath the waves.

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Train traveling through underwater tunnel
Trains beneath the ocean are no longer science fiction—they’re already in operation.

For most of modern history, oceans have acted as natural barriers—dividing nations, slowing trade, and shaping how cities grow. But beneath the waves, a quiet transportation revolution is underway. Infrastructure once limited by geography is now being reimagined through undersea railways.

Undersea rail tunnels—like the Channel Tunnel and Japan’s Seikan Tunnel—proved decades ago that trains could reliably travel beneath the ocean floor. Today, new projects are expanding that vision even further.

Around the world, engineers and governments are investing in undersea railways—tunnels that allow high-speed trains to travel beneath oceans and seas. Once considered science fiction, these projects are now operational, under construction, or actively being planned.

image 3

Undersea Rail Is Already a Reality

Japan’s Seikan Tunnel and the Channel Tunnel between the United Kingdom and France proved decades ago that undersea railways are not only possible, but reliable. These tunnels carry passengers and freight beneath the sea every day, reshaping regional connectivity.

Undersea railways are cleaner than short-haul flights, more resilient than bridges, and capable of lasting more than a century. As climate pressures and congestion increase, rail beneath the sea is emerging as a practical solution for future mobility.

What’s Being Built Right Now

China is currently constructing the Jintang Undersea Railway Tunnel as part of the Ningbo–Zhoushan high-speed rail line, while Europe’s Fehmarnbelt Fixed Link will soon connect Denmark and Germany beneath the Baltic Sea. These projects highlight how transportation and technology are converging to solve modern mobility challenges.

The Mega-Projects Still on the Drawing Board

Looking ahead, proposals such as the Helsinki–Tallinn Tunnel and the long-studied Strait of Gibraltar rail tunnel could reshape global affairs by linking regions—and even continents—once separated by water.

Why Undersea Rail Matters

The future of transportation may not rise above the ocean—but run quietly beneath it.


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Special Education Is Turning to AI to Fill Staffing Gaps—But Privacy and Bias Risks Remain

With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.

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Seth King, University of Iowa

With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.
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In special education in the U.S., funding is scarce and personnel shortages are pervasive, leaving many school districts struggling to hire qualified and willing practitioners.

Amid these long-standing challenges, there is rising interest in using artificial intelligence tools to help close some of the gaps that districts currently face and lower labor costs.

Over 7 million children receive federally funded entitlements under the Individuals with Disabilities Education Act, which guarantees students access to instruction tailored to their unique physical and psychological needs, as well as legal processes that allow families to negotiate support. Special education involves a range of professionals, including rehabilitation specialists, speech-language pathologists and classroom teaching assistants. But these specialists are in short supply, despite the proven need for their services.

As an associate professor in special education who works with AI, I see its potential and its pitfalls. While AI systems may be able to reduce administrative burdens, deliver expert guidance and help overwhelmed professionals manage their caseloads, they can also present ethical challenges – ranging from machine bias to broader issues of trust in automated systems. They also risk amplifying existing problems with how special ed services are delivered.

Yet some in the field are opting to test out AI tools, rather than waiting for a perfect solution.

A faster IEP, but how individualized?

AI is already shaping special education planning, personnel preparation and assessment.

One example is the individualized education program, or IEP, the primary instrument for guiding which services a child receives. An IEP draws on a range of assessments and other data to describe a child’s strengths, determine their needs and set measurable goals. Every part of this process depends on trained professionals.

But persistent workforce shortages mean districts often struggle to complete assessments, update plans and integrate input from parents. Most districts develop IEPs using software that requires practitioners to choose from a generalized set of rote responses or options, leading to a level of standardization that can fail to meet a child’s true individual needs.

Preliminary research has shown that large language models such as ChatGPT can be adept at generating key special education documents such as IEPs by drawing on multiple data sources, including information from students and families. Chatbots that can quickly craft IEPs could potentially help special education practitioners better meet the needs of individual children and their families. Some professional organizations in special education have even encouraged educators to use AI for documents such as lesson plans.

Training and diagnosing disabilities

There is also potential for AI systems to help support professional training and development. My own work on personnel development combines several AI applications with virtual reality to enable practitioners to rehearse instructional routines before working directly with children. Here, AI can function as a practical extension of existing training models, offering repeated practice and structured support in ways that are difficult to sustain with limited personnel.

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Some districts have begun using AI for assessments, which can involve a range of academic, cognitive and medical evaluations. AI applications that pair automatic speech recognition and language processing are now being employed in computer-mediated oral reading assessments to score tests of student reading ability.

Practitioners often struggle to make sense of the volume of data that schools collect. AI-driven machine learning tools also can help here, by identifying patterns that may not be immediately visible to educators for evaluation or instructional decision-making. Such support may be especially useful in diagnosing disabilities such as autism or learning disabilities, where masking, variable presentation and incomplete histories can make interpretation difficult. My ongoing research shows that current AI can make predictions based on data likely to be available in some districts.

Privacy and trust concerns

There are serious ethical – and practical – questions about these AI-supported interventions, ranging from risks to students’ privacy to machine bias and deeper issues tied to family trust. Some hinge on the question of whether or not AI systems can deliver services that truly comply with existing law.

The Individuals with Disabilities Education Act requires nondiscriminatory methods of evaluating disabilities to avoid inappropriately identifying students for services or neglecting to serve those who qualify. And the Family Educational Rights and Privacy Act explicitly protects students’ data privacy and the rights of parents to access and hold their children’s data.

What happens if an AI system uses biased data or methods to generate a recommendation for a child? What if a child’s data is misused or leaked by an AI system? Using AI systems to perform some of the functions described above puts families in a position where they are expected to put their faith not only in their school district and its special education personnel, but also in commercial AI systems, the inner workings of which are largely inscrutable.

These ethical qualms are hardly unique to special ed; many have been raised in other fields and addressed by early-adopters. For example, while automatic speech recognition, or ASR, systems have struggled to accurately assess accented English, many vendors now train their systems to accommodate specific ethnic and regional accents.

But ongoing research work suggests that some ASR systems are limited in their capacity to accommodate speech differences associated with disabilities, account for classroom noise, and distinguish between different voices. While these issues may be addressed through technical improvement in the future, they are consequential at present.

Embedded bias

At first glance, machine learning models might appear to improve on traditional clinical decision-making. Yet AI models must be trained on existing data, meaning their decisions may continue to reflect long-standing biases in how disabilities have been identified.

Indeed, research has shown that AI systems are routinely hobbled by biases within both training data and system design. AI models can also introduce new biases, either by missing subtle information revealed during in-person evaluations or by overrepresenting characteristics of groups included in the training data.

Such concerns, defenders might argue, are addressed by safeguards already embedded in federal law. Families have considerable latitude in what they agree to, and can opt for alternatives, provided they are aware they can direct the IEP process.

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By a similar token, using AI tools to build IEPs or lessons may seem like an obvious improvement over underdeveloped or perfunctory plans. Yet true individualization would require feeding protected data into large language models, which could violate privacy regulations. And while AI applications can readily produce better-looking IEPs and other paperwork, this does not necessarily result in improved services.

Filling the gap

Indeed, it is not yet clear whether AI provides a standard of care equivalent to the high-quality, conventional treatment to which children with disabilities are entitled under federal law.

The Supreme Court in 2017 rejected the notion that the Individuals with Disabilities Education Act merely entitles students to trivial, “de minimis” progress, which weakens one of the primary rationales for pursuing AI – that it can meet a minimum standard of care and practice. And since AI really has not been empirically evaluated at scale, it has not been proved that it adequately meets the low bar of simply improving beyond the flawed status quo.

But this does not change the reality of limited resources. For better or worse, AI is already being used to fill the gap between what the law requires and what the system actually provides.

Seth King, Associate Profess of Special Education, University of Iowa

This article is republished from The Conversation under a Creative Commons license. Read the original article.


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