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Loosening Darwin's Grip
Citizen Magazine ^ | March 2003 | Clem Boyd

Posted on 03/04/2003 7:27:34 PM PST by Remedy

Federal legislation has given Christians nationwide a boost in their battle to allow evidence against Charles Darwin's controversial theory into public school classrooms.

Larry Taylor had run his volunteers through public-speaking drills, and now he was seeing the fruit of his labor.

Parents favoring a new science education policy in Cobb County, Ga., a policy that would allow evidence against evolution into classrooms long dominated by Darwin’s flawed theory, were gaining the upper hand at the county’s September board meeting. The parents were offering coherent and compelling arguments, each of them concluding their remarks within the board-imposed time limit. The other side wasn’t nearly as impressive.

"The opposition was disorganized," Taylor recalled. "They kept making the same baseless charges and never got much beyond introducing themselves before their time was up."

The Cobb board must have noted the difference, because it voted unanimously for "teaching the controversy" — permitting teachers to discuss with their students the growing number of studies and reports contradicting evolutionary theory.

The media misreported what Cobb County board members had voted to do, though, claiming the school board had mandated creationism. No matter. The idea of allowing greater freedom in science education, encouraged by language attached to President Bush’s 2002 education act, is emboldening parents and school board members across the nation.

"It is time for defenders of Darwin to engage in serious dialogue and debate with their scientific critics," said Jed Macosko, a research molecular biologist at the University of California, Berkeley. "Science can’t grow where institutional gatekeepers try to prevent new challengers from being heard."

The List Keeps Growing

The seeds for the Cobb County success were sown in September 2001, when the Seattle-based Discovery Institute compiled a list of 100 U.S. scientists who said they were skeptical that the cornerstones of evolution — random mutation and natural selection — could account for the complexity of life. The list included professors and researchers at Princeton, the Massachusetts Institute of Technology, the University of Pennsylvania, Yale and the National Laboratories at Livermore, Calif., and Los Alamos, N.M.

Chemist Henry "Fritz" Schaefer of the University of Georgia, a five-time Nobel nominee, commented, "Some defenders of Darwinism embrace standards of evidence for evolution that as scientists they would never accept in other circumstances."

In 2001, the voices of dissent finally caught the attention of congressional leaders.

When the U.S. Senate considered Bush’s education reform bill, the No Child Left Behind Act, Rick Santorum, R-Pa., offered a nonbinding "sense of the Senate" amendment spelling out how science teachers should approach the subject of the origin and diversity of life.

The amendment read in part: "A quality science education should prepare students to distinguish the data and testable theories of science from religious or philosophical claims that are made in the name of science. Where topics are taught that may generate controversy(such as biological evolution), the curriculum should help students to understand the full range of scientific views, why such topics may generate controversy, and how scientific discoveries can profoundly affect society."

In other words, science classes should be free to teach the controversies surrounding the evidence for evolution.

The paragraph was not included in the final bill but inserted instead in the conference report accompanying the legislation. Conference reports offer a guide to understanding Congress’ intent in passing specific legislation.

"A number of scholars are now raising scientific challenges to the usual Darwinian account of the origins of life," Santorum said after the bill passed. "Thus, it is entirely appropriate that the scientific evidence behind them is examined in science classrooms. Efforts to shut down scientific debates, as such, only serve to thwart the true purposes of education, science and law."

Santorum’s paragraph gave further impetus to an ever-expanding movement.

Ohio Firestorm

In June 2001, a team of 41 teachers and scientists began writing standards to serve as the basis for science education curriculum throughout Ohio. These would become the foundation for new state-mandated achievement tests kids would have to pass to graduate high school. There was a lot on the line.

Bob Lattimer, a research chemist from Hudson, Ohio, and a member of the science writing team, noticed the proposed instruction on biological origins would require students to learn Darwin’s theory but not the debate surrounding it. He offered changes to the policy that would allow teaching alternative explanations only to have them repeatedly rejected.

Then, on Jan. 11, 2002, just a few days after the education reform act became federal law, the Ohio school board’s standards committee heard from John Calvert, managing director of the Kansas-based Intelligent Design Network. Calvert explained that the state’s science standards shut out competing theories about the origin of life and censored legitimate criticism.

That presentation spurred a debate drawing more than 1,500 spectators. Among the speakers was Brown University biologist Kenneth R. Miller, who searched his laptop’s hard drive for the text of the education bill and projected it onto a screen. He argued that Santorum’s paragraph is not law, and therefore irrelevant to Ohio science standards.

On his Web site, Miller blasted the intelligent design camp for misleading the public: "The fact that the anti-evolutionists eagerly misrepresent both the content of the education bill and the language in the new education act is at once distressing and instructive."

The Discovery Institute was quick to correct Miller’s assertions.

"While the Santorum statement may not have the ‘force of law,’ it is a powerful statement of federal education policy, and it provides authoritative guidance on how the statutory provisions of the No Child Left Behind Act are to be carried out," a Web site news release noted.

The board also heard from two Ohio congressmen — Republicans John Boehner and Steve Chabot. Their March 15 letter to the state board said, "The Santorum language clarifies that public school students are entitled to learn that there are differing scientific views on issues such as biological evolution."

Meanwhile, most of the public feedback sided with the Discovery Institute. A poll released in May 2002 by Zogby International found that nearly eight out of every 10 Ohioans supported the teaching of intelligent design in classrooms where Darwinian evolution also is taught. A survey by The Plain Dealer newspaper in Cleveland offered similar findings: 74 percent of Ohioans said evidence for and against evolution should be taught in science classrooms, while 59 percent said intelligent design should be included in origins study.

Altogether, 20,000 people contacted the state board, urging it to allow classrooms to "teach the controversy."

That swayed the state board, which voted in December to adopt a teach-the-controversy policy.

"The Santorum language gave impetus to the board that if they did move in this direction they would have support from federal legislators," said spokesperson Jody Sjogream of Science Excellence for All Ohioans.

Board member Debbie Owen Fink agreed.

"The Santorum language strengthened the case for Ohio to be bold in dealing with controversial areas of the curriculum, in a very up front and fair manner. Santorum helped us frame the issue."

Cobb Controversy

Meanwhile, another school board was warring over the origin of life.

The Cobb County debate began quietly in 2001, when attorney and parent Marjorie Rogers of Marietta learned the school district was preparing to adopt new science textbooks. When she reviewed the proposed textbooks at a public meeting in early 2002, Rogers noticed they presented evolution as a fact, not a theory. She rallied her neighbors and friends and circulated a petition urging the school board to use disclaimer language similar to what’s used in Alabama:

"This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered."

The board voted to apply disclaimer stickers to the books. But pro-family groups, such as the local chapters of the American Family Association (AFA), Concerned Women for America and the Christian Coalition, wanted more — a new policy for science education.

"The proposal of the Cobb School Board is to approach [evolution] objectively without bias or intellectual prejudice," wrote Steve Shasteen, executive director of AFA’s North Georgia chapter, in a news release. "Objectivity does not censor evidence because of its religious or nonreligious implications. It simply calls for critical thinking and open mindedness that will allow objective consideration of the full range of scientific views about our origin. We are not asking to teach a theology class in the public schools but to allow critical thinking."

Larry Taylor, a construction manager and father of three schoolchildren, organized Parents for Truth in Cobb (PTC) to support the proposed policy. He put together a list of talking points for the Cobb County board’s September meeting, covering everything from gaps in the fossil record to the list of prestigious scientists questioning macroevolution. A group of 20 to 30 parents divvied up the topics, put together one-minute presentations and critiqued each others’ speeches.

Taylor even played reporter.

"I asked them some of the trick questions I’d been hit with," he told Citizen. "Some handled it well, others got angry and defensive. But it gave us a chance to work through that and know what to expect."

When the meeting rolled around, the PTC and its supporters, about 80 in all, showed up in force on a rainy day, wearing buttons that said, "Evolution: A Leap of Faith." They crowded into the lobby of the board offices, shoulder to shoulder with pro-evolutionists, engaging in mini-debates as they waited to speak.

"I had one man come up to me and say my button was offensive to him," Taylor said. "He was wearing a black T-shirt with the Christian fish on it, but with feet coming out the bottom and ‘Darwin’ written inside. I told him his shirt was a desecration of a holy religious symbol. He didn’t have any comment."

About 20 PTC members spoke. "We kept bringing it back to the central message — this is not a religious issue, but an academic freedom issue," Taylor said.

PTC member Preston Hobby spoke at the meeting and was shocked by the opposition. "They didn’t say anything more than, ‘This is what we’ve always taught; this is accepted science; they only want to put God in the classroom,’ " he said. "We won the day."

The board adopted a new policy that did not address creationism or intelligent design but encouraged "objective" classroom discussion of origin.

Board member Gordon O’Neill said the policy is a step in the right direction.

"If an origin theory is written in a book, whether it’s a Bible or a science book, critical thinkers need to review it from different angles," he said. "This issue is steeped in principles of free speech, freedom of religion and free thought. Political correctness pushes freedom of thought out of the classroom."

O’Neill added that Santorum’s paragraph gave the board extra confidence. "The senator’s language sent the message we’d be within the boundaries of the Constitution and the laws of the United States with this policy," he said. "It increased our comfort level."

The Big Mo

The Discovery Institute said it is getting calls from across the country from state legislators and school board members who want to follow Cobb County’s lead. Calvert of the Intelligent Design Network said the next battlefront likely will be New Mexico, where state standards will be developed this year. Calvert already has set up a branch operation there in anticipation.

Mark Hartwig, Ph.D., the religion and society analyst for Focus on the Family, expects teaching-the-controversy policies to spread. And Focus on the Family, as it did in Ohio, is prepared to assist those willing to take the lead.

"In March and April, we sent out a letter to 128,000 constituents in Ohio letting them know what was happening," Hartwig said. "We encouraged people to contact the state board of education."

Hartwig expects the movement will ultimately have a life of its own.

"Cobb and Ohio gave it a lot of momentum," he said. "This isn’t some kind of fringe idea, promoted by fanatics, but a view supported by the public."

Lattimer, the Ohio science team member, said the victory in his state was a "cooperative venture."

"The unprecedented response could not have happened without many people getting on board — and we believe that the real credit goes to God."

--------------------------------------------------------------------------------

Clem Boyd is a freelance writer in Ohio.

This article appeared in the March 2003 issue of Citizen magazine. Copyright © 2003 Focus on the Family. All rights reserved. International copyright secured.


Religion in disguise?

To hear the mainstream media tell it, "intelligent design" and "creationism" are the same thing. Scientifically speaking, though, their main tenets are vastly different:

Creation science is defined by the following six tenets, taken together:

• The universe, energy and life were created from nothing.

• Mutations and natural selection cannot bring about the development of all living things from a single organism.

• The Earth is young — in the range of 10,000 years or so.

• "Created kinds" of plants and organisms can vary only within fixed limits.

• Humans and apes have different ancestries.

• Earth’s geology can be explained by catastrophic events, primarily a worldwide flood.

Intelligent design, on the other hand, involves only two basic assumptions:

Intelligent causes exist for the creation of life.

• These causes can be empirically detected.

What they did right

What did the parents in Cobb County, Ga., say about teaching the controversy surrounding Darwinism that proved so persuasive? Larry Taylor, head of Parents for Truth in Cobb, put together a list of topics that became the basis for parents’ testimony at a crucial public meeting last year:

Parents want objective instruction: This is not an effort to get religion in the classroom, but to make sure all information for and against evolutionary theory is presented so students can decide.

Irreducible complexity: Darwin wrote if any complex organ existed which could not have been formed by numerous, slight modifications, his theory would break down. Biochemist Michael Behe contends the basic cell meets this criterion.

The No Child Left Behind Act: The Santorum conference report language advises schools that origins science should expose students to "the full range of scientific views that exists." Icons of evolution: Various "proofs" of Darwinian macroevolution, many treated as fact in the Cobb County seventh-grade science textbook, have been shown to be false.

Scientists who doubt Darwinism: A list of 160 Georgia scientists who question Darwin’s theory was presented, proving "this is not a debate between science and religion; it’s a debate between science and science."

The Zogby poll: A nationwide poll in 2002 found that 71 percent of Americans want biology teachers to teach Darwin’s theory but also to include the evidence against it. From the same poll, 78 percent said that where Darwin’s theory is taught, evidence for an intelligent designer should also be allowed.

Missing links: According to science experts, there are significant holes in the fossil record, indicating a lack of evidence for transitions between species, a major Darwinian tenet.


TOPICS: Constitution/Conservatism; Culture/Society; Government; News/Current Events
KEYWORDS: creation; crevolist; evilution; evolution; intelligentdesign
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To: Remedy
When did evolutionists abandon belief in spontaneous generation?

When will creationists abandon misleading straw men arguments?

Abiogensis is not "spontaneous generation" in the 18th century sense, nor does it somehow make your "when will my brick and mortar evolve" any less invalid.

Do you want to discuss the issues, or do you want to play rhetorical games? Last chance to discuss things like an adult.

141 posted on 03/06/2003 6:01:33 PM PST by Ichneumon
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To: Junior
I gave myself away?

You and retro revealed a big missing link in your education. I don't consider it my responsibility to explain every little term to you that you don't understand. If you don't know what a monad is then just say so.

142 posted on 03/06/2003 6:04:38 PM PST by Dataman
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To: Dataman
"It is time for defenders of Darwin to engage in serious dialogue and debate with their scientific critics," said Jed Macosko, a research molecular biologist at the University of California, Berkeley. "Science can’t grow where institutional gatekeepers try to prevent new challengers from being heard."

This is poppycock, as you well know. There are no "institutional gatekeepers" -- if you want to challenge a theory, go for it. Get published in any scientific journal, if your work is up to their standards, or even publish your own "alternative" journal. If your ideas have any merits it'll gain converts. If not, well...

But classrooms full of schoolkids are *not* the proper forum for you to throw your fringe ideas around in.

143 posted on 03/06/2003 6:04:44 PM PST by Ichneumon
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To: VadeRetro; Remedy
If evolutionists were intellectually honest, they wouldn't be evolutionists. Can we expect nothing but the truth from the group who can scientifically manufacture a village from a pig's tooth?
144 posted on 03/06/2003 6:12:39 PM PST by Dataman
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To: Ichneumon
This is used in engineering a lot !




"There are three kinds of people" ...




... # 1 --- they make (( good )) things (( science )happen !

... # 2 --- they (( evolutionists )) don't know what happened ! !

... # 3 --- they (( butchers // hacks // LOSERS )) ...

will never know (( brain damaged // Truth -- reality impaired ))--- what happened ! ! !


145 posted on 03/06/2003 6:21:20 PM PST by f.Christian (( + God =Truth + love courage // LIBERTY logic + SANITY + Awakening + ))
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To: Dataman
A monad is just what I said it was. "An indivisible metaphysical entity, especially one having an autonomous life. A single unit or entity." Look it up. Okay, Mr. Holier-than-thou, what does this have to do with evolution?
146 posted on 03/06/2003 6:22:23 PM PST by Junior (Computers make very fast, very accurate mistakes.)
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To: Dataman
I think Remedy put you two to bed rather nicely in #90.

Truly, you folks are legends in your own minds.

"People generally quarrel because they cannot argue." -Gilbert K. Chesterton

Chemist Henry "Fritz" Schaefer of the University of Georgia, a five-time Nobel nominee, commented, "Some defenders of Darwinism embrace standards of evidence for evolution that as scientists they would never accept in other circumstances."

Oh look, a classic example of the fallacy of "argument by authority". Schaefer is entitled to his opinion, of course, but since you don't give any hint of his alleged reasons for saying so, nor any examples of the alleged "different standards", you're just insisting that we take his word for it because, by gosh, he's a smart guy and thus he couldn't be wrong.

Nice try, but we have higher standards of debate around here.

Worse, Schaefer is clearly outside his field -- he's probably a very good chemist, but a glance at some of his papers show that he's an inorganic chemist, which places him even farther away from any direct work with biology than even an organic chemist would be. That's no guarantee that he doesn't know evolutionary biology well enough to comment on it as well, but I've spent the last 30 minutes reading through some of his essays on the subject, and he's clearly *not* familiar with the actual evidence and research which has been done in the field over the past few decades. And he gets even some of the basic stuff wrong, such as when he says, "The major feature of the fossil record is stasis, long periods in which new species do not appear." Um, no, sorry Dr. Schaeffer, but that's incorrect. New species appear (and old ones disappear) continuously through the fossil record. What's often static is the state of a *given* species during its tenure on Earth, which is another thing entirely. If Schaeffer can't get the easy stuff right, I'm not real confident about his ability to be right on the bigger issues. He's clearly outside of his field of expertise.

And he's got, shall we say, a bit of a personal bias: "The significance and joy in my science comes in the occasional moments of discovering something new and saying to myself, 'So that's how God did it!' My goal is to understand a little corner of God's plan." -- Henry "Fritz" Schaefer. Not that there's anything wrong with that, but don't try to pretend that this is a purely objective scientist without his own evangelical views to possibly color his outlook.

Furthermore, some other quotes by him may not be as comforting to your position, such as, "I want to emphasize here that a belief in the complete truthfulness of the Bible need not carry with it a wooden or unnaturally literalistic understanding of every verse.", or "In this context, my personal opinion is that the universe is probably 15–20 billion years old." -- hmm Schaefer clearly agrees with modern cosmology, which causes a problem for the original article in this thread, which insists on teaching schoolkids that, "The Earth is young — in the range of 10,000 years or so."

147 posted on 03/06/2003 7:11:12 PM PST by Ichneumon
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To: Dataman
What is my definiton of life? Anything that has 3 or more monads.

Oh, so now you'd have us believe that you're both a Christian creationist *and* a subscriber to the shamanistic/Hindu belief in monads?

Yeah, right, pull the other one now.

If your're not going to discuss things seriously, why bother at all?

Folks, Dataman just outed himself as a troll.

148 posted on 03/06/2003 7:22:00 PM PST by Ichneumon
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To: Remedy
Creation science is defined by the following six tenets, taken together:

"Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity." -Martin Luther King, Jr.

149 posted on 03/06/2003 7:25:21 PM PST by Ichneumon
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To: VadeRetro
high-fiving Luddite placemarker
150 posted on 03/06/2003 7:44:59 PM PST by longshadow
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To: Dataman

>>>Head bone connected to the monkey bone found two miles away.<<<

LOL., ain't it the truth. There is no length to which they will not go, to persuade Mr & Ms. Monkey that their progeny will gradually come to worship macroevo.

With memes, all that is conceivable is transmittable and therefore transmutable.

151 posted on 03/06/2003 8:06:51 PM PST by Remedy
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To: Junior
And a Monad should not be confused with an Atom or a Molecule. From the Devil's Dictionary by Ambrose Bierce
152 posted on 03/06/2003 8:20:17 PM PST by Doctor Stochastic (Vegetabilisch = chaotisch is der Charakter der Modernen. - Friedrich Schlegel)
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To: Dataman
Like I said, some of you get it.

Get what? Science makes inferences. Always has. Always will. Some people believe O.J. is innocent. Some people can't make the inference of evolution.

153 posted on 03/06/2003 8:28:14 PM PST by js1138
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To: John H K
Now that's quite an impressive list. Matter of fact it looks similar to the dance I did for the CEO of a company when I entered hex 00 into address 00CE instead of hex FF, cancelling a lengthy and expensive process that was running on an IBM 360 model 20.

Of course only a career -ologist could make heads or tails of it. It obviously to the untrained eye is a list of conclusions. I'm sure the poor "creationists" were very much overwhelmed.

I'm sure you confused them thoroughly but what do the -ologists against the theory, and are in this line of work, say about it? I know there are plenty. There are enough articles posted just out here that tell that. I'm sure they just folded right up and recanted when presented with the list, right?

This is not to mention that the transitional calls were certainly made by -ologists with the conviction that evolution is true and thereby looking for the faintest sign. And it seems much too short to build the entire assumption of a material reality on.

So, what did those anti-evolution -ologists say about it, again?

154 posted on 03/06/2003 8:45:08 PM PST by William Terrell (Advertise in this space - Low rates)
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To: Remedy
.......bump.....thanks for the post.
155 posted on 03/06/2003 9:12:26 PM PST by Lady Eileen
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To: Ichneumon
He may simply be a follower of Madame Blavatsky.
156 posted on 03/07/2003 2:44:01 AM PST by Junior (Computers make very fast, very accurate mistakes.)
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To: Junior
Placemarker for a thread I thought had died.
157 posted on 03/07/2003 3:55:20 AM PST by PatrickHenry (Felix, qui potuit rerum cognoscere causas)
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To: Junior
Okay, Mr. Holier-than-thou, what does this have to do with evolution?

Ok, Mr Ad Hominem. What does my definition of life have to do with evolution?

158 posted on 03/07/2003 5:44:46 AM PST by Dataman
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To: Ichneumon
What is my definiton of life? Anything that has 3 or more monads.

Ask a stupid question, get a stupid answer.

It was fun watching you guys scramble to find out what a monad was. Since you had to scramble to look it up -- and some got it wrong-- it is a fair assumption that you haven't had a college-level exposure to philosophy. If you haven't had any college philosophy, it is a fair assumption that you haven't attended college.

159 posted on 03/07/2003 5:49:14 AM PST by Dataman
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To: js1138
Get what?

OK, maybe you don't get it.

Since you used the murder analogy, I thought you understood the difference between the repeatable and the unpredictable. Perhaps I was wrong?

160 posted on 03/07/2003 5:51:13 AM PST by Dataman
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