Culture

Microbiologist Ralph Seelke of the University of Wisconsin, Superior, testified before the Michigan State Legislature in favor of critical analysis of evolution, last week. Dr. Seelke spoke before the Michigan House Education Committee in favor of HB 5251 which would require students to “Use the scientific method to critically evaluate scientific theories including, but not limited to, the theories of global warming and evolution.” Seelke explained why critical analysis is vital to avoiding indoctrination: “Why do I think that having students critically analyze evolution is a good idea? First of all, in any area where there is considerable disagreement, a sound teaching strategy is to teach the controversy: allow the students to examine both the strengths and weaknesses of arguments Read More ›

According to the recent Associated Press story on South Carolina’s new critical analysis of evolution standard, the South Carolina Department of Education does not think critical analysis means teaching alternative theories, like intelligent design (ID): “Education Department spokesman Jim Foster says scientific inquiry is taught at every grade level and in every subject. Foster says the wording does not require students to study alternatives to evolution that are out of the mainstream.” (Education panel approves wording on biology standards) We’ve been agreeing all along that critical analysis of evolution policies do not require teaching about alternative theories like ID! This just shows that the Darwinist claim that critical analysis = ID is just another tired conspiracy theory. So is the Read More ›

Note: It appears that the lead referenced in the original post below has indeed been corrected. And rightly so. Yet another AP lead to the news story about South Carolina’s adoption of science standards calling for critical analysis of evolution. This one is sure to please everyone. (Columbia-AP) June 13, 2006 – The Education Oversight Committee Monday approved high school biology standards that require students to learn. Now who can argue with that!

The Associated Press has corrected the lead paragraph of its story on biology standards adopted yesterday in South Carolina. As Casey Luskin reported last night, the AP’s original story erroneously stated that the new South Carolina standards do not require the critical analysis of evolution. But as of early this morning, the new AP story clearly states that the South Carolina standards do require critical analysis of evolution: COLUMBIA, S.C. – The state Education Oversight Committee approved high school biology standards Monday that require students to “critically analyze aspects of evolutionary theory.” (emphasis added) Kudos to the AP for correcting its earlier inaccurate report.

The Associated Press has an article essentially stating that South Carolina both did and did not approve standards requiring critical analysis of evolution. The article states: “The state Education Oversight Committee approved high school biology standards Monday that do not require students to learn to critically analyze the theory of evolution.” (Education panel approves wording on biology standards) but then goes on to state: “Under the wording approved Monday, students would have to understand how scientists use data to critically analyze the theory.” (Education panel approves wording on biology standards) So which is it? This appears to be contradictory reporting, or slicing the baloney so fine so as to make meaningless statements. What actually happened is that South Carolina ratified Read More ›

Columbia, SC — After months of debate, today the South Carolina Education Oversight Committee unanimously ratified high school biology standards requiring students to understand why “scientists continue to investigate and critically analyze aspects of evolutionary theory.” The South Carolina State Board of Education adopted the standards unanimously last month, and submitted them to the EOC for approval. South Carolina’s new evolution standard does not require teaching the theory of intelligent design. The biology standard approved requires students to be able to, “Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.” This falls under the overall biology standard which says that “The student will demonstrate an understanding of biological evolution Read More ›

[Editor’s Note: The three individual installments of this series can be seen here: Part 1, Part 2, Part 3. The final complete article, New England Journal of Medicine Traipses Into the Kitzmiller Decision, can be found here.] On Thursday I posted Part I of my online response to Intelligent Judging — Evolution in the Classroom and the Courtroom (by George C. Annas, New England Journal of Medicine Volume 354 (21):2277-2281 (May 25, 2006)). Today I post Part II of three total parts. To reiterate, Mr. Annas praises Judge Jones’ ruling as follows: Judge Jones summarized the expert testimony in more than 25 pages, concluding that it demonstrated to him that intelligent design is “an interesting theological argument” but is not Read More ›