Seth Cooper

December 21, 2005 The opinion of the federal court judge in Kitzmiller v. Dover Area School Board mischaracterized my role and actions on behalf of Discovery Institute in matters at issue in the case, making it necessary for me to set the record straight. To be clear, prior to the filing of the lawsuit I never advised the members of the Dover Board in a privileged, attorney-client capacity. Further, I never advised members of the Dover Board to mandate the teaching of the theory of intelligent design or to adopt the ID policy at issue in the case. Rather, I strongly urged members of the Dover Board to either drop entirely the issue of alternatives to the teaching of evolution, Read More ›

David Limbaugh has a stellar column out today, discussing the Darwin vs. design debate.

Simply put, Limbaugh’s column gets the facts straight.

In the wake of a libel lawsuit, NCSE, Inc. Director Eugenie Scott has a published a letter retracting her prior false statements concerning California parent Larry Caldwell. The letter is published in California Wild, the magazine of the California Academy of Sciences — and the same magazine that published her earlier article containing her false assertions about Caldwell. (Available online, here.) Caldwell’s letter in response to Scott was also published in California Wild.

John West has previously blogged about Scott’s defamatory article and attacks on Caldwell (here, here, and here). As Caldwell noted in a press release from last month:

It’s a shame it took a lawsuit to get Scott, the author of the article, to retract some of the more outrageous factual misstatements in her article.

Many news stories and editorials from hyper-Darwinists and/or opponents of the theory of intelligent design (ID) have claimed that 12, 15 or even 20 states are considering legislation to MANDATE the teaching of ID in schools. This is completely false. Most of the stories and op-eds making these claims have lumped together local school board, state school board and state legislative activity relating IN SOME WAY to the teaching of evolution, misrepresenting the situation by lumping them all together as “states considering the mandating of ID.”

Supporters of intellectual engagement in academia and a public marketplace of ideas would do well to check out the latest edition of Academe, which features letters from philosopher and legal scholar Francis J. Beckwith and distinguished Mechanical Engineer Walter Bradley. (See the bottom quarter of the page, here). The two Baylor University professors set the facts straight and defend the continuing debate over intelligent design theory in the academy. The letters come in response to earlier ad hominem attacks and wild-eyed conspiracy theories thrown their way by Barbara Forrest and Glen Branch — previously blogged about here. t would be one thing if Forrest and Branch chose to vigorously argue for neo-Darwinian evolutionary theory based upon the scientific merits. That Read More ›

Recent events in Kansas have given Discovery Institute’s Center for Science and Culture an occasion to repeat its policy position concerning the teaching of evolutionary theory in public schools. Now a proposed piece of legislation in New York requires another reiteration.
To restate the CSC’s policy on teaching evolutionary theory in public schools: we OPPOSE the MANDATING of intelligent design theory in public schools. Intelligent design is a promising scientific theory, but it is nonetheless an emerging theory.

A better policy would be for students to learn some of the scientific criticisms of neo-Darwinian evolutionary theory and chemical origin-of-life theories, along with the best scientific arguments favoring those respective theories. Drs. John Angus Campbell and Stephen Meyer lay out such a policy in a recent op-ed with The San Jose Mercury News (available here).

Back to New York…

TOPEKA, KS — The first of three consecutive days of hearings before Kansas Science Committee concluded today. A number of scientists who are skeptical of chemical evolutionary explanations for the origin of the first life and/or neo-Darwinian evolution testified before the Committee that good science education demands that students learn the scientific weaknesses of these respective theories, in addition to the theories’ strengths.

Yet, after leaving the hearings, I came across a few news stories that read more like science fiction alternate histories than science news stories. The scope of the day’s hearings spanned numerous issues — but NO ONE advocated removing or “diluting” evolution. (For a good discussion of this and a good start on the Kansas Science Subcommittee hearings, see Rob Crowther’s post below.)

Here’s a brief rundown of the day’s testimony…

Earlier this week, NY Times’ Paul Krugman published a column that, among other things, sounded alarm bells about a supposed invasion of creationism in college classrooms. This column has reprinted in papers across the country, and the editorial writers at smaller publications are now voicing fears about this highly unlikely scenario.

In “The Goldberg File,” National Review Online’s Jonah Goldberg takes on Krugman in a recent article intitled “BullKrug.” Specifically addressing science education and academic freedom at universities, Goldberg says the following:

The Pacific Justice Institute has announced that it has joined (as co-counsel) Sacramento-area parent Larry Caldwell’s federal lawsuit against the Roseville Joint Union High School District for the violation of Caldwell’s civil rights. This welcomed news is discussed further in Pacific Justice Insitute’s press release (found here).

As we have previously blogged about (here and elsewhere), Caldwell had presented to RJUHSD School Board a Quality Science Education Policy, which simply stated that teachers should “help students analyze the scientific strengths and weaknesses of existing scientific theories, including the theory of evolution.” The policy proposal included the supplementing of existing curricula with scientific materials that included some of the scientific criticisms that have been raised against aspects of chemical and biological evolutionary theories by members of the scientific community.

The Quality Science Education Policy, contrary to some earlier, erroneous claims, did NOT call for the removal of evolutionary theory, nor did it call for the teaching of the alternative scientific theory of intelligent design.)

But Caldwell never received a fair hearing on the merits of his proposal. As the Pacific Justice Institute’s Press release states:

Last week U.S District Court Judge John E. Jones III issued a memorandum and order in the case of Kitzmiller v. Dover Area School District. Kitzmiller is the lawsuit brought by the ACLU against the school board in Dover, PA, for its policy requiring students in science class be read a statement by administrators mentioning both intelligent design and problems with evolution. Discovery Institute’s prior press release concerning the Dover School Board policy can be found here.

Judge Jones’ memorandum and order concerned two pre-trial motions, namely; (1) a motion of the Rutherford Institute to intervene as a third-party in the lawsuit on behalf of Dover parents; and (2) the motion to dismiss by the Defendant Dover Area School District (represented by the Thomas More Law Center). Continuation of the lawsuit to trial did not directly hinge one way or the other upon the Judge’s ruling on these motions.