News

A new review of Signature in the Cell is just out in The Journal of the International Society of Philosophical Enquiry. It brings to the forefront of the overall debate the perspective of a software engineer and logician. Specifically, Harry Kanigel, former executive director, Information Technology at UBS Investment Bank, whose expertise is in computer algorithms. So he knows a thing or two about digital information. His reviews starts strong: Stephen C. Meyer changes the game in the intelligent design fight with Signature in the Cell, a big book that methodically, but agreeably, constructs an argument that intelligence in some unspecified form, is responsidble for the bio-molecular machinery in the cell and, therefore, for first life. Meyer’s argument is, at Read More ›

Another year, another fossil with some serious media backing. This week it’s a Homo habilis said to be “almost-complete” — of course, the report from the Telegraph also claims that Homo habilis was “previously unknown,” so you might want to take that with a grain of salt.

In fact, you might want to read a bit more before you throw that OMG Missing Link Found! party I know you were planning. (Squatch is going to take it hard when you cancel his first music gig since the Sonics left town.) This is the same species that was reported in an AP article from 2007 which disowned Homo habilis as a human ancestor. As far back as 1999, a paper in Science explained that this species should not even be considered a member of the Homo genus.

We were delighted to discover that students at the University of Arizona are getting a well-rounded education. “Evolution, Intelligent Design Face Off at Humanities Panel,” reports the Arizona Daily Wildcat. Hey great, finally a serious academic institution is taking the time to make sure kids hear both sides of the evolution debate! Reading down the article we noticed only a couple of things they might have been done differently and better.

The panel at UA included an evolutionary biologist and two religious studies profs, but no one actually representing the ID side. Only ID critics were allowed to participate. Well, that is disappointing. It’s like staging a “debate” between the Democratic and Republican contenders for a particular public office but inviting only the Democratic candidate, joined on stage by his campaign manager and chief of staff.

Also, no one on the panel even seemed to know what intelligent design means. Maybe that sounds like a quibble. Professor Karen Seat confused ID with Young Earth Creationism, explaining to students and colleagues that it was all about a defense of “the traditional, literal meaning of the Bible.” In fact, whatever else may be said for or against ID, it’s clearly at odds with a literal reading of the Bible.

Remember Ida? The fossil hailed as the “eighth wonder of the world” whose “impact on the world of palaeontology” would be like “an asteroid falling down to Earth”? She was promised to be “the link that connects us directly with the rest of the animal kingdom.” She was touted on a History Channel / BBC documentary, but then there was the bust. Well, Ida’s critics have now gotten around to publishing technical articles critiquing the hyped view promoted to the public last year. A recent news release at the University of Texas, “Recently Analyzed Fossil Was Not Human Ancestor As Claimed, Anthropologists Say,” explains: A fossil that was celebrated last year as a possible “missing link” between humans and early Read More ›

The Smithsonian has a new human origins exhibit, “What does it mean to be human?” specially targeted at swaying student visitors who might doubt Darwinian evolution. The most amusing part of the exhibit proudly explains that evolution predicted we’d lack evidence for evolution; that’s how we know it’s true! That’s right, this is how the nation’s most prestigious natural history museum presents evolution: evolution predicts that evolution is supported both when we do and when we don’t find confirming fossil evidence. Consider the following from the educator’s guide: Misconception: Gaps in the fossil record disprove evolution. Response: Science actually predicts gaps in the fossil record. Many species leave no fossils at all, and the environmental conditions for forming good fossils Read More ›

The Discovery Institute has invited Dr. Francisco Ayala to debate the thesis of the book Signature in the Cell: DNA and the Evidence for Intelligent Design with the book’s author, Dr. Stephen Meyer. Those who’ve been following the debate between Meyer and his critics know that there has been a bit of back and forth since Ayala was invited to critique SITC on the Biologos website. Meyer has responded this week, with the first of two parts on the Biologos site. iscovery Institute would like to initiate a full-fledged, official debate between the two, and so we have already sent the following invitation to Dr. Ayala. Dear Professor Ayala: I am writing to you in my capacity as the Director Read More ›

The recent front page New York Times article on academic freedom legislation offers a stark reminder that the intelligentsia is very worried about the prospect of teachers gaining academic freedom, as a bill presently in the Kentucky legislature would allow, “to help students understand, analyze, critique, and review scientific theories in an objective manner, including but not limited to the study of evolution, the origins of life, global warming, and human cloning.” From 2008-2009, 12 academic freedom bills were submitted into state legislatures, including Florida, Alabama (2), South Carolina (2), Missouri (2), Michigan, Louisiana, Oklahoma, Iowa, and New Mexico. Now in 2010, there are 3 bills already, including bills in Kentucky, Missouri, and Mississippi. The Kentucky bill contains an excellent Read More ›

In the Texas Republican Party primary this week, voters in one part of the state narrowly rejected pro-teach-the-controversy State Board of Education member Don McLeroy. At the same time, voters in another part of the state (Dallas) dumped anti-teach-the-controversy Board member Geraldine Miller in favor of a candidate who has expressed support for teaching the strengths and weaknesses of evolution.

The most interesting thing about incumbent Geraldine Miller’s remarkable defeat by newcomer George Clayton is the unintentional role the pro-Darwin Dallas Morning News may have played in her downfall.

The nationwide effort to protect the freedom of teachers to hold balanced classroom discussions of evolution, global warming, and other scientific issues is highlighted on the front page of today’s New York Times. The article, “Darwin Foes Add Warming to Targets,” contains the usual errors and mischaracterizations one expects from the establishment media. But mischaracterizations or not, the article gets one thing right: It reveals how both the public and policymakers are increasingly dissatisfied with the scientific establishment’s attempt to misuse science to support various ideological agendas, whether it be Richard Dawkins’ scientific atheism or some global warming alarmists’ efforts to push us back to the Stone Age. People want genuine education about scientific topics, and that includes being able Read More ›

UPDATE: A sentence in the original post has been corrected to read: I stopped her right there and explained that we do not favor mandating the teaching of intelligent design — as is so often misreported — but rather that we think when evolution is taught teachers should present both the evidence the supports Darwinian evolution as well as some of the evidence that challenges it.

http://www.academicfreedompetition.comTomorrow The New York Times will publish an article about academic freedom bills being considered in a few states. We’ve obviously had some involvement: in 2008 we created the Academic Freedom Petition, which has sample language that legislators could adapt for use in their own states. That led to a very good piece of legislation, the Louisiana Science Education Act, that was finally signed into law last year.

Months ago NYT reporter Leslie Kaufman interviewed CSC associate director John West about academic freedom bills, our views on science education policy, and whether or not we were turning our focus to the global warming issue. As usual, West explained our longstanding science education policy position, which is: “As a matter of public policy, Discovery Institute opposes any effort require the teaching of intelligent design by school districts or state boards of education. Attempts to mandate teaching about intelligent design only politicize the theory and will hinder fair and open discussion of the merits of the theory among scholars and within the scientific community.” Bills that don’t follow this approach are not ones we’re likely to support. When they do, we’re glad to lend our seal of approval, for what it’s worth.

I greatly appreciate that Leslie had the integrity to call us today and verify the quote she wanted to use from West and to make sure it still reflected our general position. I spoke with her briefly and she told me she also planned to describe Discovery Institute as leading the movement to get intelligent design taught in science classes. I stopped her right there and explained that we do not favor mandating the teaching of intelligent design — as is so often misreported — but rather that we think when evolution is taught teachers should present both the evidence the supports Darwinian evolution as well as some of the evidence that challenges it. She said that was too long to fit in her story (in the New York Times, remember, where they promise to report “All the News That’s Fit to Print”; maybe letting people speak for themselves isn’t fit to print, we shall see). So I was encouraged when she read back to me a sentence that describes the Institute as endorsing the teaching of critiques of modern evolution. I agreed to that. Upon reflection I probably should have insisted on finding out how she plans to define both “critiques” and “evolution.” Again, we shall see what sort of meanings are implied and what perceptions readers are likely to take away from the story. I hope her context is as accurate as the sentence she read back.
She might just as well call it what it is, the teach the controversy approach. As I’ve explained it previously:

One of the reasons CSC has advocated for the teach the controversy approach is because it is a good way to teach critical thinking to students who all too often are not learning to analyze things and think critically about the arguments for and against.

Darwinian evolution is mostly taught as if it were a done deal, as if there were no unsolved problems, as if the theory had been proven. Such is not the case. Telling students about the debate amongst scientists over certain evidences for Darwin’s theory is not only necessary for good science, it is a pedagogically sound way of teaching a controversial subject.

See here for some other good reasons this is a good approach.
The important point of couse is