Posted on 10/28/2005 2:36:03 PM PDT by scientificbeliever
3. Kansas Biology Teacher On the front lines of science's devolution "The evolution debate is consuming almost everything we do," says Brad Williamson, a 30-year science veteran at suburban Olathe East High School and a past president of the National Association of Biology Teachers. "It's politicized the classroom. Parents will say their child can't be in class during any discussion of evolution, and students will say things like 'My grandfather wasn't a monkey!'"
First, a history lesson. In 1999 a group of religious fundamentalists won election to the Kansas State Board of Education and tried to introduce creationism into the state's classrooms. They wanted to delete references to radiocarbon dating, continental drift and the fossil record from the education standards. In 2001 more-temperate forces prevailed in elections, but the anti-evolutionists garnered a 6-4 majority again last November. This year Intelligent Design (ID) theory is their anti-evolution tool of choice.
At the heart of ID is the idea that certain elements of the natural world—the human eye, say—are "irreducibly complex" and have not and cannot be explained by evolutionary theory. Therefore, IDers say, they must be the work of an intelligent designer (that is, God).
The problem for teachers is that ID can't be tested using the scientific method, the system of making, testing and retesting hypotheses that is the bedrock of science. That's because underpinning ID is religious belief. In science class, Williamson says, "students have to trust that I'm just dealing with science."
Alas, for Kansas's educational reputation, the damage may be done. "We've heard anecdotally that our students are getting much more scrutiny at places like medical schools. I get calls from teachers in other states who say things like 'You rubes!'" Williamson says. "But this is happening across the country. It's not just Kansas anymore."
(Excerpt) Read more at popsci.com ...
Just one crazy troll after another.
What is that? Snow? In Florida?
Always new blood isn't there?
Hey, it's Friday. Have a cold one and while you're at it thank evolution and the yeasty beasties for that little pleasure.
There was a brief return to the native values, et. That caught my attention. I now live in a isolated forest in Appalachia.
Evolution, which is the variation of allele frequencies within a population due to differential reproduction, 'is' a fact. The Theory of Evolution is the explanation for the observation of the fact of evolution. If you feel it gives too much amo to the anti-evos, make sure you preface your explanations of 'theory' and 'fact' with an acknowledgment of the two different uses of the word evolution.
Yeah, you're absolutely right. Thanks for your peaceable post. I think I'll go watch "Godzilla verse Mothra" with my kids.
Have a good night.
Alas, your sentence is incomplete, so I am not sure what you mean.
Wise words indeed. Goodnight.
Then you should be able to point to two adjacent skulls: one ape, one human - Between them would be the "missing link"
If you can't find such a postioning then there is no obvious ape-human gap, just a continium.
That is probably due to the possibility that the charge is not true.
Here is a link to the various drafts and final standards.
For example here is the description of the final 1999 standards.
The creationist-influenced "sub-standards." This is the December 1999 version, based on the August 11, 1999 standards, but slightly revised to avoid the fact that the national science organizations refused to give copyright permission to use their language.
Here is what you find in that standard
Benchmark 1: The students will understand that the structure of the Earth's system is constantly changing due to the Earth's physical processes.
Earth has four major interacting systems: the lithosphere/geosphere, the atmosphere, the hydrosphere, and the biosphere. Earth material is constantly being reworked and changed. The rock cycle, the water cycle, and the carbon cycle are powered by physical forces, chemical reactions, heat, energy, and biological processes. The solid Earth is layered with a lithosphere, which is a hot, convecting mantle, and a dense, metallic core. Huge lithospheric plates containing continents and oceans slowly move in response to movement in the mantle. These plate motions also result in earthquakes, volcanoes, and mountain-building. Landforms are caused by constructive and destructive Earth forces.
Instruction needs to be designed to uncover and prevent misconceptions about natural selection. Natural selection can maintain or deplete genetic variation but does not add new information to the existing genetic code. Using examples of microevolution, such as Darwin’s finches or the peppered moths of Manchester, helps develop understanding of natural selection. Examining fossil evidence assists the student’s understanding of extinction as a natural process that has affected Earth’s species.
2. The different methods of evaluating fossils, radioactive decay and the formation of rock sequences and how they are used to estimate the time rocks were formed.
Example: Investigate how rocks and fossils are dated. Identify assumptions used in radioactive decay methods of dating. Compare and evaluate data obtained on ages from such places as Mount St. Helens and the meteorite named Allende.
It come from the title of a book c.1980 by Christian missspeaker Hank Hill
The use of the term 'genetic information' is simply a reification of a visualization technique to enhance understanding.
Strange he did not mention gene duplication or chromosome duplication, both increase the size of the coding and highly conserved non-coding genome.
His use of 'generally understood' is more properly stated as 'generally understood by creationists'.
Thanks for the link. From it I found the reason so many anti-IDers dislike the standards. They say:
A teacher is an important role model for demonstrating respect, sensitivity, and civility. Teachers should not ridicule, belittle or embarrass a student for expressing an alternative view or belief. In doing this, teachers display and demand tolerance and respect for the diverse ideas, skills, and experiences of all students. If a student should raise a question in a natural science class that the teacher determines to be outside the domain of science, the teacher should treat the question with respect. The teacher should explain why the question is outside the domain of natural science and encourage the student to discuss the question further with his or her family and other appropriate sources.
Only an idiot would say that.
Since you brought this up, perhaps you could explain, in detail, the point that you are trying to make.
Oh, and for extra credit, do it from your own knowledge.
If you do it from a CS/ID website, deduct 20 points.
;-)
(I have seen this three or four times now, so I figure the CS/ID types have another little "anomaly" which they think blows all of geology, biology, and evolution out of the water--but which is probably just a fingament of somebody's imagination.)
Kindly read the thread. You will find that my post was in answer to the charge They wanted to delete references to radiocarbon dating, continental drift and the fossil record from the education standards.
Looking at the documentation pointed to by my link and cited in my post, you can decide for yourself whether an attempt was made to delete references to those things.
Among the evos, there is a soft spot for Mothra. I think it's the twins.
So you tell me: How does an understanding of QED affect what a practicing electrician does?
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