Evolution as Design

The world is flat; astronauts did not go to the moon; and the Earth is 10,000 years old.

A recent poll reported that very few people in the US accept the theory of evolution as a valid explanation for the creation of life on Earth. According to the National Center for Science Education, in a 24-country poll, 41% of the respondents identified themselves as “evolutionists” and 28% as “creationists”, and 31% indicating they don’t know what to believe.… Read more

Creationism and Intelligent Design make Stealth Appearances in Louisiana and Tennessee Science Classrooms

Over the past four years, two states have passed laws that protect teachers if they present scientific information pertaining to the full range of scientific views regarding biological and chemical evolution in applicable curricula or in a course of learning.  Protecting teachers?  Have these legislators heard of VAM?  No protection of teachers here.

What is really going on?

Behind these two laws is the Discovery Institute, a non-science propagada organization whose chief purpose is to attack Darwinian evolution, and wedge intelligent design into the science curriculum.  … Read more

If You Teach Evolution, You May Be Required to Teach It Critically!

Legislators in several states believe that laws need to be passed to ensure that students are engaged in critical thinking activities. However, the legislators have limited their own thinking, and have selected specific scientific theories that should be examined critically, one of course, is evolution. Around the country, this trend is on the move. Here are few examples:

  • June 17, 2008: The Louisiana Science Education Act is signed by Governor Jindal. The act promotes critical thinking skills and objective discussion of scientific theories, but mentions only evolution, the origins of life, global warming, and human cloning (which is not a theory).
  • Read more

Kansas Reverses Science Standards on Evolution

Science education is in the news again in Kansas. The Kansas State Board of Education has changed the language in the science standards suggesting that basic evolutionary concepts were controversial and being challenged by new research. Now this statement is out, and the definition of science has reverted to its earlier version limiting science to the search for natural explanations of what is observed in the universe.

The reversal is the result in the composition of the Kansas Board of Education.… Read more

Intelligent Design Again in the News

Last Sunday (3/12/06), the Rev. Nelson Price of Marietta, GA wrote in his Sunday column in the Marietta Daily Journal, “Intelligent design infers there was a designer.” He brought up old arguments related to the issue: scientists are stifling free speech by not allowing intelligent design into the classroom of science; our youth are being protected from such dangerous concepts at I.D.; some things in nature are just too complex to have evolved by means of natural selection—a designer needed to step in and form these complex systems whole; the watch and watchmaker analogy; the orbit of the earth is just right because of an intelligent designer (this is a new one).… Read more

Why ID Should Not Be Taught in a Science Course

Intelligent Design (ID) advocates are clever folks. They know that a religious belief (like the creation story) can not be taught in a science course because it is not science, although for years “creation science” proponents tried in just about every state to get school districts to demand equal time with evolution by natural selection. That idea didn’t work. So in the last ten years, a group of individuals who organized themselves around the concept of Intelligent Design and then attached themselves to the Discovery Institute have been attempting to “wedge” the concept into the science curriculum, claiming that Intelligent Design is indeed science.… Read more

The Year that Evolved by Design

In science education, the year 2005, 100 years after Einstein’s “Annus Mirabilis,” had its own miracles, and that was the decision rendered by the Federal Judge, John Jones in the case brought to his court by parents in the Dover, PA school district challenging the school board’s decision to insist that science teachers read a 4-paragraph statement suggesting that intelligent design be lofted into the science curriculum. The design of the board members didn’t work very well; firstly all 8 board members that supported the idea were tossed out of office in the November 2005 election (miracle #1).… Read more