Science and Culture Today | Page 1463 | Discovering Design in Nature

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:

The USA Today has published an article about the chicken littles at the National Academy of Sciences. Apparently, their pet theory hasn’t been faring so well of late, and they’ve decided to circle the wagons.

The article itself isn’t so bad. It’s the comments from the desperate Darwinists that provide any real entertainment.

The story opens with this not so stupendous news:

“Nearly one-third of science teachers who participated in a national survey say they feel pressured to include creationism-related ideas in the classroom.”

Never mind that they’ve mucked up the differences between creationism and other science based theories, and lumped them all together, this is hardly news.

What is interesting is the way they interpret these numbers. Typically, a newspaper leads with the majority numbers when a survey is reported. Most people tend to want to know what the prevailing opinion is. That only one-third are expressing this opinion here means that the majority, over two-thirds, don’t feel this pressure. But, of course, that isn’t news.

The article goes on (you can refer to any typical article on the subject to catch up at this point).

Somebody forgot to get the word to Paul McHugh: Respectable intellectuals don’t doubt Darwin — ever! McHugh is a university distinguished service professor of psychiatry and behavioral science at the Johns Hopkins School of Medicine and former psychiatrist in chief of the Johns Hopkins Hospital. In the new issue of The Weekly Standard, he provides detailed evidence that Darwin’s narrative of the origin of species is in crisis, and that civilized discourse about the growing controversy surrounding his theory is all to the good:

Those who would expel all challenges to the Darwinian narrative from the high school classroom are false to their mission of teaching the scientific method.

“Scientists as they engage in dialogue with others should abhor attempts to close off the conversation by excessive claims for any privileged access to truth. Scientists should tell what they actually know and how they know it, as distinct from what they believe and are trying to advance. If all of us, scientists and non-scientists alike, accepted that guiding principle, the 80-year history of attempts to use law to stifle the teaching of science — stretching as it does from the courtrooms of Dayton, Tennessee, to those of Cobb County, Georgia — could perhaps finally be brought to a close.

McHugh essay is not pithy. He actually takes the time to wrestle with some specific problem’s with Darwin’s theory. One example I hope will encourage your reading of the full article:

Washington Post education reporter Jay Mathews is a courageous man to be sure to write an article (“Who’s Afraid of Intelligent Design?”) that goes against the crusade of his employer.

Specifically, Mathews argues that it would be good for science education to teach the scientific criticisms of Darwinian evolution. This is exactly the approach that CSC has always advocated.

Thank you for your patience as we’ve been working to upgrade software and hardware for this blog. For several days running we’ve been unable to keep the blog up and running properly, but I’m happy to say that we’ve turned a corner and should soon be running at 100%.

David Berlinski sent me the following e-mail this morning and encouraged me to share it here. The exchange below comes after the recent publication of David’s op-ed in the Wichita Eagle. Someone named PZ Myers posted an indignant response to my op-ed piece to the Panda’s Thumb. Our correspondence follows. By all means post it to the Discovery Institute’s web site. Best,D Dear Dr. Myers: I read with interest your criticisms of my little op-ed piece for the Wichita Eagle; and very indignant they were. Your references to my most recent book, “The Secrets of the Vaulted Sky”, were, however, in error, the result, no doubt, of the fact that you have not read the book, and, I am sure, Read More ›

Apologies for the blog’s outages yesterday. We’re updating our servers and software and some downtime is inevitable. Previously, this blog was accessible at both https://scienceandculture.com, and at https://www.discovery.org/id/. However, only https://scienceandculture.com now points to this page so be sure to update any bookmarks you may have. Thanks for your patience.

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.

In a blog post a couple of weeks ago, I wondered aloud whether the Washington Post’s Peter Slevin would fairly report on our lengthy conversation about public policy battles over evolution. Well, Slevin’s article is out, and now I know. In my previous post, I listed six main points from our interview and asked whether Slevin would accurately convey the points. Slevin basically ignored most of what I told him (in fact, I’m not even quoted in the story). Instead, he misleadingly stitched together some quotes from my colleague Steve Meyer all the while ignoring most of what Steve told him as well. (See here for a discussion of how Slevin mischaracterized Steve’s comments.) As I indicated earlier, I liked Slevin. He seemed like a nice guy. But I don’t like his one-sided reporting. True, he does make clear that Discovery Institute is NOT trying to require the teaching of intelligent design. But that’s about the only good thing in his lopsided potpourri of stereotypes that completely ignores the substance of the science education controversy and only delves into motives and funding on one side of the debate. If you want to see just how slanted Slevin’s report is, please read my previous blog post. Here I want to focus just on one point, because it relates to the central claim of Slevin’s piece.

Slevin tries to assert that the the evolution issue is gaining traction now because of the forces of the so-called religious right. He takes this talking point straight from the mouth of Eugenie Scott at the NCSE, whom he quotes in his article. What Slevin neglects to report is Discovery Institute’s response to Scott’s assertion. When Slevin asked me about this, I pointed out that the religious right has been around for a long time, so that really doesn’t explain why scientific criticisms of evolution finally seem to be gaining traction. What is different from the past is that today there are growing numbers of scientists at American academic institutions who are challenging evolution for scientific reasons. As I explained in more detail in my previous blog:

The Associated Press (AP) in Kansas must have hired the National Center for Science Education to edit news reports on that state’s evolution controversy. Why else would the Kansas AP continue to pass off the following biased and inaccurate definition of intelligent design theory as an impartial description of the differences between design and Darwinian evolution:

Evolution says species change in response to environmental and genetic factors over the course of many generations. Intelligent design, a form of creationism, holds there’s evidence of an intelligent design behind the origin of the universe, the formation of the Earth and biological change.

There are at least two things egregiously wrong with the above paragraph. First and foremost, intelligent design is NOT “a form of creationism.” While some Darwinists certainly try to categorize design theory in this way, intelligent design proponents vigrously disagree. (For some of the reasons why, read my article here.) By presenting the Darwinists’ biased assertion about ID being a form of creationism as a fact (and ignoring what the proponents of design say about their own theory!), the Kansas AP has left the realm of impartial reporting and entered spin zone of the NCSE.