Posted on 11/01/2003 4:14:09 AM PST by I Am Not A Mod
AUSTIN -- Texas will be under the microscope this week in the fight over teaching evolution in public schools as the State Board of Education votes on adopting biology textbooks that have been at the center of the debate.
The board meets Thursday and Friday and is set to consider proposed changes submitted by 11 publishers. The board's decisions -- which could determine which textbooks publishers offer to dozens of states -- will end a review process that has been marked by months of heated debate over the theory of evolution.
Religious activists and proponents of alternative science urged publishers to revise some of the 10th-grade books and want the board to reject others, saying they contain factual errors regarding the theory of evolution. Mainstream scientists assert that Charles Darwin's theory of evolution is a cornerstone of modern research and technology.
Board members can only vote to reject books based on factual errors or failure to follow state curriculum as mandated by the Legislature.
"There's a bait and switch going on here because the critics want the textbooks to question whether evolution occurred. And of course they don't because scientists don't question whether evolution occurred," said Eugenie Scott, executive director of the California-based National Center for Science Education.
Among those questioning the textbooks are about 60 biologists from around the country who signed a "statement of dissent" about teaching evolution and said both sides of the issue should be taught. Several religious leaders also testified against teaching evolution.
Any changes to the textbooks will have implications across the country.
Texas is the nation's second largest buyer of textbooks, and books sold in the state are often marketed by publishers nationwide. Texas, California and Florida account for more than 30 percent of the nation's $4 billion public school book market. Three dozen publishers invest millions of dollars in Texas.
One of the most vocal advocates of changing the textbooks is the Discovery Institute, a nonprofit think tank based in Seattle. Institute officials have argued at board hearings that alternatives to commonly accepted theories of evolution should be included in textbooks to comply with a state requirement that both strengths and weaknesses are presented.
"These things are widely criticized as being problematic. They aren't criticisms we made up; they're criticisms widely held in the scientific community," said Discovery Institute fellow John West.
Steven Schafersman, president of Texas Citizens for Science, said there are no weaknesses in current textbooks' explanation of evolution. Publishers are required to cover evolution in science books.
The institute has referred to a theory dubbed intelligent design -- a belief that life did not evolve randomly but progressed according to a plan or design. No book on the mainstream market presents the intelligent design theory of evolution.
"We know that this is a very contentious issue. We know that, but the sorts of things we were proposing we thought were moderate," West said.
Samantha Smoot, executive director of the Texas Freedom Network, which monitors religious activists, argues that the Discovery Institute's arguments are rooted in religion. The U.S. Supreme Court ruled in 1962 that the teaching of creationism in public schools is a violation of the separation of church and state.
"It says that the theory of evolution can't explain the diversity of life on this planet and that there must have been a designer," Smoot said. "That is a very valid and commonly held religious perspective, but not one that is upheld by scientific evidence. Therefore it's not one that belongs in science classrooms."
The Discovery Institute has maintained that its arguments have no religious foundation, but Smoot disagrees.
"The concept of intelligent design was crafted specifically to get around legal prohibitions against teaching religion in public schools," she said. "And as long as proponents of intelligent design deny that they're referring to God when they talk about the designer, they hope to be able to pull this off."
At least one publisher has submitted changes in line with the institute's recommendations.
Holt, Rinehart & Winston has submitted a change that directs students to "study hypotheses for the origin of life that are alternatives" to the others in the book. Students also are encouraged to research alternative theories on the Internet.
LOL! The hominid tree is from Science Made Stupid. More:
Well I looked at the website, but I'm not impressed. While being far from an expert, I understand that the whale ancestor is based on a fossil fragment that is disputed as a bonified evolutionary fossil. So how many other of those "predictions" are either bogus or made to fit the facts?
ID makes predictions too. I posted that table in the last thread and at least 3 or the 4 predictions, the theory of Design fit better than the theory of evolution.
For part of his life, he was. But he abandonded special creation some time in his mid-thirties, and the idea of mediated creation some time later during middle age.
No, they (there are a number of ancestral whales showing gradual adaptation from land to sea) are not disputed as "bonified" whales (or proto-whales) by qualified experts. What you may be thinking of is a fit of what can only be described as panic-induced-extreme-stupidity by creationist Duane Gish, following the discovery that the long known archaeoceticean (early whale) Basilosaurus isis had rear limbs. Gish suggested not only that Basilosaurus wasn't really a whale, but that it wasn't even a mammal! Apparently this made him feel better as marine reptiles with rear limbs were already known. However Basilosaurus was unquestionably both a mammal and a whale, and several other fossil whales have since been discovered that have even better developed legs.
The falsifiable part of ID is where someone says that a specific organ (or whatever) cannot have evolved. That claim is falsified whenever an evolutionary path is demonstrated. If it could have evolved, than it can't be irreducibly complex. Otherwise, when we say that ID isn't falsifiable, we mean that every species one can point to will be said to be just what the designer had in mind. What kind of theory is that? Everything fits. Nothing is excluded. So in that sense it has no scientific value at all. Unlike evolution, where (to use the commonly given example) a mammal fossil in the pre-Cambrian period would definitely falsify the theory.
"Take a look at this website" Well I looked at the website, but I'm not impressed.
I figured that.
While being far from an expert, I understand that the whale ancestor is based on a fossil fragment that is disputed as a bonified evolutionary fossil. So how many other of those "predictions" are either bogus or made to fit the facts?
You tell me. I don't think that one is bogus. But scientists make mistakes. And admit them. If there's confusion about whale ancestry, and there may be, it will get sorted out. This doesn't affect evolution. It's a detail. There are many such that haven't yet been worked out.
ID makes predictions too. I posted that table in the last thread and at least 3 or the 4 predictions, the theory of Design fit better than the theory of evolution.
I missed that. If you could re-post it, I'll comment.
It appears that columns 2 and 3 in the last row are reversed and that row should probably go to descent, although descent is losing ground in that row with more functionality being ascribed to DNA previously labeled as "junk".
Line of Evidence |
Prediction of descent |
Prediction from design |
Data |
Best explaining theory: |
1. Biochemical complexity |
High information content machine-like irreducibly complex structures will NOT be found. |
High information content machine-like irreducibly complex structures will be found. |
High information content machine-like irreducibly complex structures are commonly found. |
Design. |
2. Fossil Record |
Forms will appear in the fossil record as a gradual progression with transitional series. |
Forms will appear in the fossil record suddenly and without any precursors. |
Forms tend to appear in the fossil record suddenly and without any precursors. |
Design. |
3. Distribution of Molecular and Morphological Characteristics |
Genes and functional parts will reflect those inherited through ancestry, and are only shared by related organisms. |
Genes and functional parts will be re-used in different unrelated organisms. |
Genes and functional parts often are not distributed in a manner predicted by ancestry, and are often found in clearly unrelated organisms. |
Design. |
4. Genetic Code |
The genetic code will NOT contain much discarded genetic baggage code or functionless "junk DNA." |
The genetic code will contain much discarded genetic baggage code or functionless "junk DNA." |
Increased knowledge of genetices has created a strong trend towards functionality for "junk-DNA"; examples of DNA of unknown function persist, but function can be expected or explained under a design pardigm. |
Design. |
Obviously your request cannot be fulfilled exactly as stated. It would always be possible to surmise, after the fact, that some discovery might have been reached by an entirely different route than it actually was. However they are innumerable discoveries that were, in fact, made in the context of evolutionary assumptions.
As one example, consider the recent, but rapidly advancing, theory of "fragile breakage". It has long been known that chromosomes have frequently been "rearranged" in the past (pieces of them moved around from place to place, as well as instances of one chromosome being split into two, or two being fused into one) but it was long assumed that the chromosomes broke at more or less random points along their length. The fragile breakage theory asserts that this in not the case, but that chromosomes instead tend to break at specific places.
Fragile breakage was initially suggested by comparing genome sequences of humans, mice and other species. Note that you would only infer such a theory if you believed these species were related by common descent. If you assume they are seperately created, or that their DNA code is specifically "designed," then the best you would find is that the "designer," for reasons unknown, happened to arrange different chromosomes by shifting around more-or-less descrete blocks of code. It's only if you assume that actual rearrangements occured historically that you get the "fragile breakage" theory.
Of course, once you have such a theory you might look to see if chromosomal mutations that occur in living organisms today might fit this pattern, and it was only subsequently discovered, after the evolutionary theory was constructed, that they do. In fact fragile breakage even has medical significance, as it (currently appears that) it may help to explain chromosomal mutations that cause cancer by lengthening teleomeres (structures at the ends of chromosomes that normally gradually "wear away" as the cell divides) thereby interferring with programmed cell death.
Number 2 is simply false. I believe 3 is false also. Number 4 makes no sense at all. You need a bio-chemistry expert to develop this further. For now, please be a bit skeptical of that chart. I think it's wildly misleading. Where does it come from? Surely not from an academic source. Sorry, but that's the best I can do. Gotta wait for a genuine expert to show up and clarify things a bit better.
Really, or would that fossil simply be regarded as "misplaced".
You may be sure that it would be studied to death. Well-established theories that have been useful for generations aren't lightly discarded. In the end, the evidence would prevail. It always does. (I'm talking about science, not other things.)
Then eventually design will win out over descent. In the meantime, well established theories aren't lightly discarded.
That's not the point. I don't see where they are required to have much publications in scientific journals.
They are merely pointing out that portions of the so-called "science" being taught in the current high school biology books is false, and is known to be false by the scientific community.
So why are we allowing faked and blatantly untrue evidence to be indoctrinated into our kids? You said it: "Established theories are not easily discarded". Even when the foundational pillars are known to be false.
If "it's turtles all the way down", or "the Great Raven regurgitated the world into being" fits the data, why not allow it as a hypothesis?
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