Science Education

A few months back, Liberty University Law Review released an article, “Zeal for Darwin’s House Consumes Them: How Supporters of Evolution Encourage Violations of the Establishment Clause,” I published in their journal last year. The article came after a legal symposium they hosted last year that included speakers such as Ed Sisson, Jay Wexler, Arnold Loewy, John Calvert, and myself. Wexler and Loewy are, of course, ID-critics so it made for an interesting dialogue. My experience at the symposium was that all were highly civil and thoughtful in the exchange. Below I reproduce the introduction to my article, and in a subsequent post will reprint my analysis of the decision in C.F. v. Capistrano Unified School District from last year. Read More ›

Bruce Chapman has a piece published at American Spectator today about recent rumblings amongst school board’s over the Louisiana Science Education Act. Louisiana Governor Bobby Jindal signed into law last year an act that sets parameters for teachers who introduce scientific supplements on Darwinian evolution, global warming, human cloning and other controversial subjects. The state’s Science Education Act encourages “open and objective discussion of scientific theories being studied.” It specifically prohibits religious instruction or interpretations (or irreligious interpretations, for that matter). The law is simple, reasonable and avoids constitutional and scientific mistakes that afflicted earlier laws in Louisiana and elsewhere. But in Livingston Parish, east of Baton Rouge, some enthusiasts for a literal Biblical account of creation decided that the Read More ›

Another school year is set to begin at high schools and colleges where the next round of biology students will be filled with evolutionary misinformation. At the center of this propaganda campaign are the many biology textbooks used to indoctrinate young minds with old dogma. These textbooks contain the latest evolutionary newspeak, but the underlying lies are no different.

In their text The Living World (Fifth Edition, McGraw Hill, 2008) evolutionary apologists George Johnson and Jonathan Lobos rehearse the usual lies. Students are told that “Microevolution Leads to Macroevolution” with the giraffe’s neck serving as the example of how small change is supposed to accumulate to the large-scale change evolution needs.

Of course this is a long-standing, well-known problem for evolution. Mechanisms for large-scale change are speculative for it does not appear merely to be the result of repeated rounds of microevolution. Johnson and Lobos, of course, inform the student of none of this.

The National Academy of Sciences (NAS) is drafting a “Conceptual Framework for New Science Education Standards” which contains guidelines and standards on how to teach evolution. As we’ve noted before here on ENV, science education authorities often laud the importance of using critical thinking when teaching science, but then they completely ignore or eschew such educational approaches when it comes to teaching evolution. They single out evolution as the topic where scientific critique or critical analysis is carefully avoided. The NAS’s public preliminary draft “Framework for Science Education” (warning: large 6.8 Mb PDF file) uses exactly this approach. Having perused the proposed draft framework and found some dogmatic statements about evolution, a few noteworthy points emerge. While some of the Read More ›

In the latest ID the Future Podcast, I interview Mario Lopez, founder of the Organización Internacional para el Avance Científico del Diseño Inteligente (OIACDI), a group dedicated to promoting awareness about intelligent design (ID) to the Spanish speaking community. The group’s website, OIACDI.org, contains a variety of online resources in Spanish, including articles, news updates, and an ID FAQ in Spanish. OIACDI also recently published a book, Diseño Inteligente: Hacia Un Nuevo Paradigma Científico, which contains articles by leading ID thinkers like William Dembski, Jonathan Wells, Michael Behe, and Stephen Meyer translated into Spanish. As discussed in the podcast interview with Mr. Lopez, a large part of OIACDI’s goal is to network with Spanish-speaking scientists, assisting them in making contributions Read More ›

In a recent article in Science titled “Arguing to Learn in Science: The Role of Collaborative, Critical Discourse,” education theorist Jonathan Osborne explains the importance of using debate, argument, and critique when teaching science. In fact, he laments that these teaching strategies not employed more often: Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students’ skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to Read More ›

Sylvia Mader’s 2010 textbook, Biology, uses colorized versions of Haeckel’s embryo drawings with only a few small modifications. As seen in the side-by-side comparison above, the black and white drawings are Haeckel’s original drawings and the colored drawings are from Mader’s 2010 textbook. Just like Haeckel’s original drawings, Mader’s colorized drawings obscure the differences between the early stages of vertebrate development in order to give students the following misleading caption: “At these comparable developmental stages, vertebrate embryos have many features in common, which suggests they evolved from a common ancestor. (These embryos are not drawn to scale.)” (Sylvia S. Mader, Biology, p. 278 (McGraw Hill, 2010).) Click the graphic for the full picture. Haeckel’s long-discredited recapitulation theory is not necessarily Read More ›

A few years ago, former NCSE-spokesman Nick Matzke called complaints over the use of Haeckel’s embryo drawings in textbooks a “manufactured scandal.” However, a variety of leading scientific authorities — proponents of neo-Darwinian evolution — have also complained about the use of these drawings and the way that embryology is used to support evolution in biology textbooks. Are these authorities in on the big conspiracy to “manufacture” this “scandal” too? Here’s where things stand today: Despite the fact that (in 2010 at least) out-dated concepts like “ontogeny recapitulates phylogeny” have been almost completely removed from new textbooks and that many (though not all) new textbooks use embryo photographs instead of fudged drawings, an examination of both recent textbooks and complaints Read More ›

Gonzaga University law professor David DeWolf’s recent article in University of St. Thomas Journal of Law and Public Policy retells the history of the Santorum Amendment. This first installment explained the circumstances surrounding the adoption of the Santorum Amendment language into the Conference Report of the No Child Left Behind Act. This second installment will quote further from his article, “The ‘Teach the Controversy’ Controversy,” and give examples of how evolution lobbyists have not only wrongly accused “teaching the controversy” proponents of “misleading” school boards “as to the content of the law,” but also how these same Darwin advocates have themselves understated the importance of Congress’s statement in the Santorum Amendment. Professor DeWolf’s full article can be read here. The Read More ›