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 would be informative to me if you found actual errors in my astronomy posts. The caveat is that it must be from a peer-reviewed source such as "THE ASTROPHYSICAL JOURNAL", not some unsubstantiated statements from a creationist (or other) web site.
As humans living on a relatively cold planet, we have basically one yardstick to measure time -- the electric force. It controls the speed of the electron around the atom. It IS chemistry. It IS electronics. It moves at C.
So when we "measure" the speed of C, we are just comparing it to other manifestations of C. Basically we correlate a travel distance of C compared to the number of rotations of an electron around an atom.
If the value of "C" changes (whatever that means) -- so does the rotation rate of the electron, since it too is controlled by C.
C will always be constant because of the way it is measured.
slp ...
"Because evolution claims, via "natural selection" (in deliberate contrast to God's choice) to account for the development and characteristics of all kinds of life, including humans, it claims to account for the character traits that recognize beauty, love, morality and the like. So to be a viable system, evolution must either explain how these things evolved or, alternatively, why they're just fancies in our heads, having no correspondence with objective reality."
rwp ...
"You're begging several questions here. The first one is that beauty, love and morality are entirely consequences of the biological structure of humans. That is certainly unproven; many would argue they're cultural constructs. Morevoer, once humans started to become capable of a culture, sometime in the evolution of the primates, the culture itself affected their evolution. For example, it's entirely likely once we started singing, women started having inordinate amounts of sex with musicians (still happens). Thence developed a dynamic whereby ever more complex musical abilities were selected for. Even without human intelligence, the same sort of evolution of complex 'aesthetic' behavior is seen in songbirds."
"Fidelity, kindness etc. may similarly have been selected for as being more favorable to the raising of children. Those may be universal and innate human traits. If you can find a universal moral code that goes beyond very simple ideas such as 'thou shalt not kill', 'thou shalt not steal', you've certainly found something that's escaped the anthropological community."
271 posted on 05/07/2003 11:03 AM PDT by Right Wing Professor
"something that's ... escaped --- the anthropological community."
fc...
A lot (( logic // sanity )) has escaped the anthropological community.
Main Entry: an·thro·pol·o·gy
Pronunciation: "an(t)-thr&-'pä-l&-jE
Function: noun
Etymology: New Latin anthropologistogia, from anthrop- + -logia -logy
Date: 1593
1 : the science of human beings; especially : the study of human beings in relation to distribution, origin, classification, and relationship of races, physical character, environmental and social relations, and culture
2 : theology dealing with the origin, nature, and destiny of human beings
- an·thro·po·log·i·cal /-p&-'lä-ji-k&l/ adjective
- an·thro·po·log·i·cal·ly /-ji-k(&-)lE/ adverb
- an·thro·pol·o·gist /"an(t)-thr&-'pä-l&-jist/ noun
An Intelligent Design using science...like we do with computers, something or someone else did with biology. Simple enough for me and I know I'm right.
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