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

Is There An Assault on Science?

Is There An Assault on Science?

Yesterday, I wrote a brief post introducing a new book by Shawn Otto entitled Fool Me Twice: Fighting the Assault on Science in America.  For the past four years, Otto has co-led Sciencedebate.org, a grassroots organization that has tried to influence the 2008 and the 2012 presidential elections.  The goal is to sponsor nonpartisan debates among candidates for the office of President of the United States.  The basis for Sciencedebate.org is reflected in this quote from their website:

By bringing candidates together with scientists, the media and the public in a safe and nonpartisan debate setting, science can be restored as an electoral value, a foundation of American democracy,  and a non-partisan basis for sound and effective policymaking, helping to “unstick” the United States from decades of paralysis on the largest policy challenges facing the country.

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Science and Religion, The FaradaySchools.com

Part of an image shown on the Faraday Website

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.  In the US, 28% were “evolutionists”, with the “creationist” view held by 40%.… Read more

Intelligent Design: The Right Sound Bite

One of the candidates who recently announced her candidacy for President said in a speech that “intelligent design” should be taught in science because all sides of an issue in science should be taught.

Evolution or Intelligent Design at work?
Now that the race is on to see who will challenge our President for his job, one of the areas that distinguishes one side from the other is the nature of science. Typically the strategy is to initiate an assault on science by raising doubts about the research that supports a scientific theory.… Read more

Florida Legislators: “Teach Critical Thinking in Science, but Just the Facts, Man in History”

Can you insist on critical thinking in one content area, and then demand that another be taught only as a factual pursuit? Well, that’s what some legislators in the Florida Senate believe.

A bill was introduced on February 27, 2009 into the Florida Senate relating to educational instruction. It is a comprehensive bill that will require the

staff of a public school teach a thorough presentation and critical analysis of the scientific theory of evolution and certain governmental, legal, and civic- related principles (Florida Senate- 2009 SB 2396).

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What Would Darwin Say About Intelligent Design?

In this month’s Scientific American there is a very interesting article written by Glenn Branch & Eugenie C. Scott entitled The Latest Face of Creationism in the Classroom. There are three key ideas in the article, and they highlight the controversies that have surrounded the teaching of evolution in American public schools.  Here are the key ideas:

  • Creationists continue to agitate against the teaching of evolution in public schools, adapting their tactics to match the roadblocks they encounter.
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Why Do Politicians & Other Elected Ones Spend So Much Time Worrying About Evolution?

In June 2008, the Governor of Louisiana signed the Louisiana Science Education Act into law which supports the Trojan Horse of using critical thinking as a way to creak open the door for the teaching of Creationism and Intelligent Design as part of science teaching.

And now the State of Texas is having at it.

A New York Times article reports the story.  Although the forces in favor of teaching creationism gave up their long battle to insist that science teachers explore the “strengths and weaknesses” of all theories, they were able to stick various amendments on the state’s science curriculum including:

one that would compel science teachers to instruct students about aspects of the fossil record that do not neatly fit with the idea of species’ gradually changing over time, like the relatively sudden appearance of some species and the fact that others seem to remain unchanged for millions of years.

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Mousetraps and Science Teaching: A Follow-up to Only a Theory

In Kenneth Miller’s book, Only a Theory, he talks about the fundamental concept underlying “intelligent design” and goes on to show how the fundamental concept is wrong, and not supported in biological research.  The fundamental idea is that there are some aspects of nature that that are just too complex to have “evolved” to their present state; they must have been design by an intelligent being.  ID proponents call this “irreducible complexity.”  In biology, one of the examples that proponents use is bacterial flagellum. … 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