Science Education

As discussed in my previous post, it’s best to just lay all the cards on the table: The goal of the Evolution Readiness Project is to get “young children” to “believe in” evolution. According to the National Science Foundation’s website, they’ve spent $1,990,459 of taxpayer-funded National Science Foundation (NSF) dollars to bankroll this project. Welcome back to school. The agenda of the project is further clarified in the NSF Grant Award Abstract which states that it aims “to support a learning progression leading to an appreciation of the theory of evolution and evidence that supports it.” That’s fine, but why only the evidence that supports evolution? Before I say anything else, let me state that I am a firm advocate Read More ›

How hard is it to understand what we’re not teaching intelligent design means? It means exactly that. Yet for some strange reason there are Darwinist bloggers who insist on passing on false information. Over at The Stir, Julie Marsh uses Stephen Hawking’s recent assertions that the natural laws of physics preclude any intelligent designer as a springboard to jump on the Texas State Board of Education for teaching intelligent design. News flash: they aren’t teaching intelligent design, and no board members have proposed such a thing. Even the Darwin loving Dallas Morning News has clearly reported the Texas State Board of Education’s position against teaching intelligent design. “Should “intelligent design” – the cousin of creationism – be taught in science Read More ›

On September 2nd, the National Science Foundation (NSF) released an announcement regarding its new “Evolution Readiness Project,” whose self-stated goal is: to teach young children how Darwin’s model of natural selection explains the observation that organisms are adapted to their environment When they say “young children,” they mean fourth-graders. And when the project says “teach,” it really means to get students to believe in evolution. The project’s website explains that a main concern driving the project is that “it is unacceptable that 150 years after the birth of the theory of evolution only four out of ten Americans believe in it!” Given this express admission that they seek to get students to believe in evolution, what should we make of Read More ›

The following except from my article, “Zeal for Darwin’s House Consumes Them: How Supporters of Evolution Encourage Violations of the Establishment Clause,” published in Liberty University Law Review earlier this year, analyzes the decision in C.F. v. Capistrano Unified School District. In that case, a federal district court judge in Southern California found that a teacher, Corbett, violated the First Amendment by attacking the religious viewpoint of creationism in a public high school classroom. A student sued and the judge found that some of the student’s claims had merit. To give a preview of my argument regarding that case, the section of the article that discusses this case offers the following conclusion: Either a viewpoint is religious and thereby unconstitutional Read More ›

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 ›