Science and Culture Today | Page 1287 | Discovering Design in Nature

If you live in Texas and would like to let the state’s board of education know where you stand on teaching the strengths and weaknesses of evolution, you can do so here. You can support academic freedom by signing this statement: I agree that the current wording of the Texas Essential Knowledge and Skills (TEKS) that specifies teaching both “strengths and weaknesses” of evolution and other theories, having the effect of both interesting students in the subjects and in developing critical thinking skills, and having withstood TWENTY YEARS of good service in Texas without a single lawsuit, should be retained.

So, Darwinists are admitting that up until Friday, Jan. 16 2009 @ 4:10PM, evolution was “mostly theory.” Interesting. I am now certain that dogs adapt to their environment, too. Last night my dog kept barking and I shook my finger and spoke very firmly to her and made her sit on her bed. She stopped barking. So, at 7:10 pm I had a perfect example of evolution. Or was it adaptation? Or was it bad parenting? Whatever, we now see that dogs evolve, which previously had been believed to be “mostly theory.” My peers, who were there reviewing the moment, are skeptical because they think my dog is asexual. Regardless, this is all speculation — except for poor Kali. She Read More ›

The NCSE would like to remind us that Darwin Day is approaching (it’s less than a month away — do you still need to buy Darwin presents?), and Glenn Branch wants you to take Darwin on your shoulder with you, wherever you go, whether “at the museum or in a pew, at a lecture hall or in a movie theater, out in the park or indoors on a badminton court — to learn about, discuss, and celebrate Darwin…” Here’s an even better idea: why not stand up for academic freedom and remember what Darwin said about fair results and balancing both sides of the question? And if you’re a student, see if you can win $500 while you’re at it.

Does Darwinism lend support more naturally to a capitalist moral-economic perspective or to some other competing philosophical standpoint, say, a Marxist one? Economic historian Niall Ferguson takes the former view. He’s been having a good run with his new book The Ascent of Money: A Financial History of the World — that is, apart from being taken to task by a number of reviewers for applying a Darwinian framework to understanding market forces. In the current New York Review of Books, economist Robert Skidelsky chides Ferguson for purveying “false analogies between financial evolution and Darwinian natural selection….These attempts to explain the rise of money in terms of natural processes strike me as being both morally and philosophically naïve.” Ferguson describes Read More ›

The back-and-forth between Casey Luskin and Kenneth Miller has been going on for a couple weeks now, both on this blog and over at Carl Zimmer’s blog, and now Michael Behe weighs in on the debate over what he meant when he wrote about the blood clotting cascade in Darwin’s Black Box: In Chapter 4 of Darwin’s Black Box I first described the clotting cascade and then, in a section called “Similarities and Differences”, analyzed it in terms of irreducible complexity. Near the beginning of that part I had written, “Leaving aside the system before the fork in the pathway, where details are less well known, the blood clotting system fits the definition of irreducible complexity… The components of the Read More ›

The Louisiana Board of Elementary and Secondary Education (BESE) voted unanimously to adopt rules today implementing the Louisiana Science Education Act (LSEA), the landmark academic freedom bill passed last summer. The rules approved by the BESE effectuate the academic freedom bill’s purpose to allow teachers to use supplementary materials to teach controversial scientific theories without threat of recrimination. A subcommittee of the Board removed a provision prohibiting intelligent design before passing the rules unanimously. The legally redundant provision would have gone beyond the intent of the legislation and was dropped after the subcommittee heard testimony from supporters and opponents of the language. In adopting these rules, the BESE reiterated its support for academic freedom for teachers to teach controversial scientific Read More ›

In 2002, the Ohio State Board of Education (SBOE) invited in science experts to testify about teaching both evidence for and against Darwinian evolution. In 2005 it was the Kansas SBOE’s turn. The New York Times reported that the board’s hearing turned into “a forum on one of the most controversial questions in education and politics: How to teach about the origin of life?” The stunning thing about the Kansas SBOE meeting was that Darwinists refused to defend their theory, instead opting not to attend at all. Now it is 2009, and next week the Texas SBOE will host its own meeting on the matter of how best to teach evolution. This time the board will hear testimony from six Read More ›

Medieval alchemists searched for a legendary “philosopher’s stone” capable of turning lead into gold. Modern Darwinists have given us a different “philosopher’s stone” — one that turns gold into lead.

Darwinism is the doctrine that all living things are biological descendants of common ancestors that have been modified by unguided variations and natural selection. Although Darwinists claim that their doctrine is supported by “overwhelming evidence,” nothing could be further from the truth. The fossil record shows that living things originated in a particular pattern, but Darwinists themselves (when they’re being candid) admit that the pattern tells us nothing about the process of origination. As for the process, variation and selection are well-documented in existing species, but Darwin didn’t write a book titled How Existing Species Change Over Time. He wrote a book titled The Origin of Species — and no one has ever observed the origin of a single species by variation and selection.

Empirical science tests hypotheses by comparing them with the evidence, but Darwinists never allow evidence to jeopardize their basic claims. Darwin called The Origin of Species “one long argument,” but his followers are engaged in one long bluff. Books and articles promoting Darwinism invariably make inflated claims based on little evidence — or worse, evidence that is misrepresented or even faked.

Darwinist and University of Toronto biochemistry professor, Larry Moran, who has called publicly for the expulsion of Christian college students who, despite passing all exams, don’t personally believe in atheism and materialism, has commented on my recent post on qualia in the mind-body problem. I had used a famous traditional philosophical argument on the mind-body problem called the ‘knowledge argument.’ The knowledge argument, first articulated explicitly by Frank Jackson in his ‘Mary’s Room’ thought problem in 1982, highlights the hard problem of consciousness, which is the problem of subjectivity. Why is it that we have subjective first-person experience, whereas all that we know about the brain is objective third person knowledge? The knowledge argument points out that there are things about mental states — subjective experience called ‘qualia’ — that are knowledge that is not material. The denouement of the knowledge argument is that materialist monism is an incomplete description of the mind because it is inadequate to explain subjective experience. Some sort of dualism is necessary for a satisfactory understanding of the mind.

The knowledge argument is a profound problem for strict materialism, and materialist philosophers of the mind such as Daniel Dennett have devoted considerable effort to refuting it. The primary materialist recourse has been to deny the reality of subjective mental states. Most philosophers — and most other people — find such denial hard to take seriously.
I formulated a question for Dr. Steven Novella, who is a materialist with a dogmatic approach to the mind-body problem, that is based on the knowledge argument. My question is this:

Austin, TX — The Texas State Board of Education (SBOE) has scheduled a hearing of scientific experts, including three scientists who are recommending that students should learn about scientific evidence that challenges Darwin’s theory of evolution.

On Wednesday, January 21st, six experts selected by the SBOE to review a proposed update of the Texas Essential Knowledge and Skills (TEKS) for science will give testimony to the board. Three of the scientists will recommend that the board retain long-standing language in the TEKS calling on students to examine the “strengths and weaknesses” of scientific theories in order to strengthen students’ critical thinking skills. The other experts are on record supporting repeal of the language.

“We’re very pleased that in this Darwin bicentennial year Texas has invited scientists on both sides of the evolution debate to testify about the scientific status of Darwin’s theory,” said Dr. John West, associate director of Discovery Institute’s Center for Science & Culture.