No wonder the rest of the world laughs at the U.S. - 55% disbelieve evolution....
my bolds...
Sunday, Aug. 07, 2005
The Evolution Wars
When Bush joined the fray last week, the question grew hotter: Is "intelligent design" a real science? And should it be taught in schools?
By CLAUDIA WALLIS
Sometime in the late fall, unless a federal court intervenes, ninth-graders at the public high school in rural Dover, Pa., will witness an unusual scene in biology class. The superintendent of schools, Richard Nilsen, will enter the classroom to read a three-paragraph statement mandated by the local school board as a cautionary preamble to the study of evolution. It reads, in part:
Because Darwin's theory is a theory, it is still being tested as new evidence is discovered. The theory is not a fact. Gaps in the theory exist for which there is no evidence ... Intelligent design is an explanation of the origin of life that differs from Darwin's view. The reference book Of Pandas and People is available for students to see if they would like to explore this view ... As is true with any theory, students are encouraged to keep an open mind.
After that one-minute reading, the superintendent will probably depart without any discussion, and a lesson in evolutionary biology will begin.
That kind of scene, brief and benign though it might seem, strikes horror into the hearts of scientists and science teachers across the U.S., not to mention plenty of civil libertarians. Darwin's venerable theory is widely regarded as one of the best-supported ideas in science, the only explanation for the diversity of life on Earth, grounded in decades of study and objective evidence. But Dover's disclaimer on Darwin would appear to get a passing grade from the man who considers himself America's education President. In a question-and-answer session with Texas newspaper reporters at the White House last week, George W. Bush weighed in on the issue. He expressed support for the idea of combining lessons in evolution with a discussion of "intelligent design"--the proposition that some aspects of living things are best explained by an intelligent cause or agent, as opposed to natural selection. It is a subtler way of finding God's fingerprints in nature than traditional creationism. "Both sides ought to be properly taught," said the President, who appeared to choose his words with care, "so people can understand what the debate is about ... I think that part of education is to expose people to different schools of thought."
On its surface, the President's position seems supremely fair-minded: What could possibly be wrong with presenting more than one point of view on a topic that divides so many Americans? But to biologists, it smacks of faith-based science. And that is provocative not only because it rekindles a turf battle that goes all the way back to the Middle Ages but also because it comes at a time when U.S. science is perceived as being under fresh assault politically and competitively. Just last week, developments ranging from flaws in the space program to South Korea's rapid advances in the field of cloning were cited as examples that the U.S. is losing its edge. Bush's comments on intelligent design were the No. 1 topic for bloggers for days afterward. "It sends a signal to other countries because they're rushing to gain scientific and technological leadership while we're getting distracted with a pseudoscience issue," warned Gerry Wheeler, executive director of the 55,000-member National Science Teachers Association in Arlington, Va. "If I were China, I'd be happy."
As far as many Americans are concerned, however, the President was probably preaching to the choir. In a Harris poll conducted in June, 55% of 1,000 adults surveyed said children should be taught creationism and intelligent design along with evolution in public schools. The same poll found that 54% did not believe humans had developed from an earlier species--up from 45% with that view in 1994--although other polls have not detected this rise.
Around the U.S., the prevalence of such beliefs and the growing organization and clout of the intelligent-design movement are beginning to alter the way that most fundamental tenets of biology are presented in public schools. New laws that in some sense challenge the teaching of evolution are pending or have been considered in 20 states, including such traditionally liberal bastions as Michigan and New York. This week in Kansas, a conservative-leaning state board of education is expected to accept a draft of new science standards that emphasize the theoretical nature of evolution and require students to learn about "significant debates" about the theory. The proposed rules, which won't be put to a final vote until fall, would also alter the state's basic definition of science. While current Kansas standards describe science as "the human activity of seeking natural explanations for what we observe in the world," the rewritten definition leaves the door open, critics say, for the supernatural as well.
A SUBTLER ASSAULT
Darwin's theory has been a hard sell to Americans ever since it was unveiled nearly 150 years ago in The Origin of Species. The intelligent-design movement is just the latest and most sophisticated attempt to discredit the famous theory, which many Americans believe leaves insufficient room for the influence of God. Early efforts to thwart Darwin were pretty crude. Tennessee famously banned the teaching of evolution and convicted schoolteacher John Scopes of violating that ban in the "monkey trial" of 1925. At the time, two other states--Florida and Oklahoma--had laws that interfered with teaching evolution. When such laws were struck down by a Supreme Court decision in 1968, some states shifted gears and instead required that "creation science" be taught alongside evolution. Supreme Court rulings in 1982 and 1987 put an end to that. Offering creationism in public schools, even as a side dish to evolution, the high court held, violated the First Amendment's separation of church and state.
But some anti-Darwinists seized upon Justice Antonin Scalia's dissenting opinion in the 1987 case. Christian fundamentalists, he wrote, "are quite entitled, as a secular matter, to have whatever scientific evidence there may be against evolution presented in their schools." That line of argument--an emphasis on weaknesses and gaps in evolution--is at the heart of the intelligent-design movement, which has as its motto "Teach the controversy." "You have to hand it to the creationists. They have evolved," jokes Eugenie Scott, executive director of the National Center for Science Education in Oakland, Calif., which monitors attacks on the teaching of evolution.
my bolds...
Sunday, Aug. 07, 2005
The Evolution Wars
When Bush joined the fray last week, the question grew hotter: Is "intelligent design" a real science? And should it be taught in schools?
By CLAUDIA WALLIS
Sometime in the late fall, unless a federal court intervenes, ninth-graders at the public high school in rural Dover, Pa., will witness an unusual scene in biology class. The superintendent of schools, Richard Nilsen, will enter the classroom to read a three-paragraph statement mandated by the local school board as a cautionary preamble to the study of evolution. It reads, in part:
Because Darwin's theory is a theory, it is still being tested as new evidence is discovered. The theory is not a fact. Gaps in the theory exist for which there is no evidence ... Intelligent design is an explanation of the origin of life that differs from Darwin's view. The reference book Of Pandas and People is available for students to see if they would like to explore this view ... As is true with any theory, students are encouraged to keep an open mind.
After that one-minute reading, the superintendent will probably depart without any discussion, and a lesson in evolutionary biology will begin.
That kind of scene, brief and benign though it might seem, strikes horror into the hearts of scientists and science teachers across the U.S., not to mention plenty of civil libertarians. Darwin's venerable theory is widely regarded as one of the best-supported ideas in science, the only explanation for the diversity of life on Earth, grounded in decades of study and objective evidence. But Dover's disclaimer on Darwin would appear to get a passing grade from the man who considers himself America's education President. In a question-and-answer session with Texas newspaper reporters at the White House last week, George W. Bush weighed in on the issue. He expressed support for the idea of combining lessons in evolution with a discussion of "intelligent design"--the proposition that some aspects of living things are best explained by an intelligent cause or agent, as opposed to natural selection. It is a subtler way of finding God's fingerprints in nature than traditional creationism. "Both sides ought to be properly taught," said the President, who appeared to choose his words with care, "so people can understand what the debate is about ... I think that part of education is to expose people to different schools of thought."
On its surface, the President's position seems supremely fair-minded: What could possibly be wrong with presenting more than one point of view on a topic that divides so many Americans? But to biologists, it smacks of faith-based science. And that is provocative not only because it rekindles a turf battle that goes all the way back to the Middle Ages but also because it comes at a time when U.S. science is perceived as being under fresh assault politically and competitively. Just last week, developments ranging from flaws in the space program to South Korea's rapid advances in the field of cloning were cited as examples that the U.S. is losing its edge. Bush's comments on intelligent design were the No. 1 topic for bloggers for days afterward. "It sends a signal to other countries because they're rushing to gain scientific and technological leadership while we're getting distracted with a pseudoscience issue," warned Gerry Wheeler, executive director of the 55,000-member National Science Teachers Association in Arlington, Va. "If I were China, I'd be happy."
As far as many Americans are concerned, however, the President was probably preaching to the choir. In a Harris poll conducted in June, 55% of 1,000 adults surveyed said children should be taught creationism and intelligent design along with evolution in public schools. The same poll found that 54% did not believe humans had developed from an earlier species--up from 45% with that view in 1994--although other polls have not detected this rise.
Around the U.S., the prevalence of such beliefs and the growing organization and clout of the intelligent-design movement are beginning to alter the way that most fundamental tenets of biology are presented in public schools. New laws that in some sense challenge the teaching of evolution are pending or have been considered in 20 states, including such traditionally liberal bastions as Michigan and New York. This week in Kansas, a conservative-leaning state board of education is expected to accept a draft of new science standards that emphasize the theoretical nature of evolution and require students to learn about "significant debates" about the theory. The proposed rules, which won't be put to a final vote until fall, would also alter the state's basic definition of science. While current Kansas standards describe science as "the human activity of seeking natural explanations for what we observe in the world," the rewritten definition leaves the door open, critics say, for the supernatural as well.
A SUBTLER ASSAULT
Darwin's theory has been a hard sell to Americans ever since it was unveiled nearly 150 years ago in The Origin of Species. The intelligent-design movement is just the latest and most sophisticated attempt to discredit the famous theory, which many Americans believe leaves insufficient room for the influence of God. Early efforts to thwart Darwin were pretty crude. Tennessee famously banned the teaching of evolution and convicted schoolteacher John Scopes of violating that ban in the "monkey trial" of 1925. At the time, two other states--Florida and Oklahoma--had laws that interfered with teaching evolution. When such laws were struck down by a Supreme Court decision in 1968, some states shifted gears and instead required that "creation science" be taught alongside evolution. Supreme Court rulings in 1982 and 1987 put an end to that. Offering creationism in public schools, even as a side dish to evolution, the high court held, violated the First Amendment's separation of church and state.
But some anti-Darwinists seized upon Justice Antonin Scalia's dissenting opinion in the 1987 case. Christian fundamentalists, he wrote, "are quite entitled, as a secular matter, to have whatever scientific evidence there may be against evolution presented in their schools." That line of argument--an emphasis on weaknesses and gaps in evolution--is at the heart of the intelligent-design movement, which has as its motto "Teach the controversy." "You have to hand it to the creationists. They have evolved," jokes Eugenie Scott, executive director of the National Center for Science Education in Oakland, Calif., which monitors attacks on the teaching of evolution.
Comment