Posted on 06/22/2003 5:29:39 PM PDT by Aric2000
In Cobb County, Ga., controversy erupted this spring when school board officials decided to affix "disclaimer stickers" to science textbooks, alerting students that "evolution is a theory, not a fact, regarding the origin of living things."
The stickers were the Cobb County District School Board's response to intelligent design theory, which holds that the complexity of DNA and the diversity of life forms on our planet and beyond can be explained only by an extra-natural intelligent agent. The ID movement -- reminiscent of creationism but more nuanced and harder to label -- has been quietly gaining momentum in a number of states for several years, especially Georgia and Ohio.
Stickers on textbooks are only the latest evidence of the ID movement's successes to date, though Cobb County officials did soften their position somewhat in September following a lawsuit filed by the American Civil Liberties Union of Georgia. In a subsequent policy statement, officials said the biological theory of evolution is a "disputed view" that must be "balanced" in the classroom, taking into account other, religious teachings.
Surely, few would begrudge ID advocates their views or the right to discuss the concept as part of religious studies. At issue, rather, is whether ID theory, so far unproven by scientific facts, should be served to students on the same platter with the well-supported theory of evolution.
How the Cobb County episode will affect science students remains uncertain since, as the National Center for Science Education noted, the amended policy statement included "mixed signals."
But it's clear that the ID movement is quickly emerging as one of the more significant threats to U.S. science education, fueled by a sophisticated marketing campaign based on a three-pronged penetration of the scientific community, educators and the general public.
In Ohio, the state's education board on Oct. 14 passed a unanimous though preliminary vote to keep ID theory out of the state's science classrooms. But the board's ruling left the door open for local school districts to present ID theory together with science and suggested that scientists should "continue to investigate and critically analyze aspects of evolutionary theory."
In fact, even while the state-level debate continued, the Patrick Henry Local School District, based in Columbus, passed a motion this June to support "the idea of intelligent design being included as appropriate in classroom discussions in addition to other scientific theories."
Undaunted by tens of thousands of e-mails it has already received on the topic, the state's education board is now gamely inviting further public comment through November. In December, Ohio's Board of Education will vote to conclusively determine whether alternatives to evolution should be included in new guidelines that spell out what students need to know about science at different grade levels.
Meanwhile, ID theorists reportedly have been active in Missouri, Kansas, New Mexico, New Jersey and other states as well as Ohio and Georgia.
What do scientists think of all this? We have great problems with the claim that ID is a scientific theory or a science-based alternative to evolutionary theory. We don't question its religious or philosophical underpinnings. That's not our business. But there is no scientific evidence underlying ID theory.
No relevant research has been done; no papers have been published in scientific journals. Because it has no science base, we believe that ID theory should be excluded from science curricula in schools.
In fact, the Board of Directors of the American Association for the Advancement of Science (AAAS), the largest general scientific society in the world, passed a resolution this month urging policy-makers to keep intelligent design theory out of U.S. science classrooms.
Noting that the United States has promised to "leave no child behind," the AAAS Board found that intelligent design theory -- if presented within science courses as factually based -- is likely to confuse American schoolchildren and undermine the integrity of U.S. science education. At a time when standards-based learning and performance assessments are paramount, children would be better served by keeping scientific information separate from religious concepts.
Certainly, American society supports and encourages a broad range of viewpoints and the scientific community is no exception. While this diversity enriches the educational experience for students, science and conceptual belief systems should not be co-mingled, as ID proponents have repeatedly proposed.
The ID argument that random mutations in nature and natural selection, for example, are too complex for scientific explanation is an interesting -- and for some, highly compelling -- philosophical or theological concept. Unfortunately, it's being put forth as a scientifically based alternative to the theory of biological evolution, and it isn't based on science. In sum, there's no data to back it up, and no way of scientifically testing the validity of the ideas proposed by ID advocates.
The quality of U.S. science education is at stake here. We live in an era when science and technology are central to every issue facing our society -- individual and national security, health care, economic prosperity, employment opportunities.
Children who lack an appropriate grounding in science and mathematics, and who can't discriminate what is and isn't evidence, are doomed to lag behind their well-educated counterparts. America's science classrooms are certainly no place to mix church and state.
Alan I. Leshner is CEO of the American Association for the Advancement of Science and executive publisher of the journal Science; www.aaas.org
It is definitely a private school that was run out of a house in Colorado. These two organizations used that term:
The Christian Distance Learning Directory lists Patriot as a diploma mill
Name It and Frame It lists Patriot University as a degree mill
Can I absolutely varify it a diploma mill? Nope. But we certainly were making fun of mills in general.
Multiband (using FFTs) in the millions of frequencies.
Madame, when it comes time for your child to write his or her doctoral thesis, odds are he or she will do a right proper job of it. "Dr." Hovind's doctoral thesis reads like an unedited book report submitted by a high school jock who wasn't paying attention during the lectures. It is full of grammatical and spelling errors, it veers from the topic at hand, and it contains no new research.
Indeed, no new research is carried out by any creationist organizations, and for a very good reason, as pointed out by Lenny Frank in his "Who Are the Creation Scientists?" I've included the link so that you and others who are interested can ascertain for yourselves the accuracy of the snipped quotes; whenever I redact material I use ellipses (...). Any ellipses found within the quotation below, however, are the author's.
The creationist movement also does not like to talk about the scientists who leave after being given the opportunity to do real field research. In 1957, the Geoscience Research Institute was formed in order to search for evidence of Noah's Flood in the geological record. The project fell apart when both of the creationists involved with the project, P. Edgar Hare and Richard Ritland, completed their field research with the conclusion that fossils were much older than allowed under the creationist assertions, and that no geological or paleontological evidence of any sort could be found to indicate the occurrence of a world-wide flood. (Numbers, 1992, pp 291-293) Hare concluded, "We have been taught for years that almost everything in the geological record is the result of the Flood. I've seen enough in the field to realize that quite substantial portions of the geologic record are not the direct result of the Flood. We have also been led to believe . . . that the evidence for the extreme age of the earth is extremely tenuous and really not worthy of any credence at all. I have tried to make a rather careful study of this evidence over the past several years, and I feel that the evidence is not ambiguous but that it is just as clear as the evidence that the earth is round." (cited in Numbers, 1992, p. 294) Ritland, for his part, pointed out that Morris's book The Genesis Flood contained "flagrant errors which the uninitiated person is scarcely able to detect". (cited in Numbers, 1992, p. 294) Ritland concluded that further attempts to justify Flood geology would "only bring embarrassment and discredit to the cause of God". (cited in Numbers, 1992, p. 293)
A few years later, creationist biologists Carl Krekeler and William Bloom, who taught creationist biology at the Lutheran Church's Valparaiso University in Indiana, left after concluding that a literal interpretation of Genesis was not supported by any of the available scientific evidence. Krekeler concluded, "The documentation, not only of changes within a lineage such as horses, but of transitions between the classes of vertebrates-- particularly the details of the transition between reptiles and mammals--forced me to abandon thinking of evolution as occurring only within 'kinds'. " (cited in Numbers, 1992, p. 302) Krekeler also criticized the creationist movement for the "dozens of places where half-truths are spoken, where quotations supporting the authors' views are taken from the context of books representing contrary views, and where there is misrepresentation." (cited in Numbers, 1992, p. 303) The two became theistic evolutionists, and later wrote a biology textbook which accepted evolutionary theory.
Perhaps as a result of these defections, the creationist movement no longer finances or carries out any field research of any sort. Its sole method of "scientific research" consists of combing through the published works of evolutionary mechanism theorists to look for quotations which can be pulled out of context and used to bolster creationist beliefs.
It's a private residence. There are no actual teaching facilities nor instructors.
No one in his right mind could possibly defend such an operation. And no one in his right mind would list such a degree as one of his credentials.
I think if you read the stuff at AIG you will find that they discuss what he has to say rather than his credentials.
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I am freepmail-reminded that he covered himself with glory on the "Lost Tribes" threads defending the idea that the Celts are the Lost Tribe of Israel. (Of course, the Germans were migratory Assyrians, and so forth.) When, through some good detective work, the movement propounding this theory was traced to white supremacists, the freeper known as LostTribe and one sycophant got banned but ALS seems to have escaped through the cracks.
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