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Posted on 07/09/2003 12:08:32 PM PDT by PatrickHenry
FORT WORTH, Texas - (KRT) -
The long-running debate over the origins of mankind continues Wednesday before the Texas State Board of Education, and the result could change the way science is taught here and across the nation.
Local and out-of-state lobbying groups will try to convince the board that the next generation of biology books should contain new scientific evidence that reportedly pokes holes in Charles Darwin's theory of evolution.
Many of those groups say that they are not pushing to place a divine creator back into science books, but to show that Darwin's theory is far from a perfect explanation of the origin of mankind.
"It has become a battle ground," said Eugenie Scott, executive director of theNational Center of Science Education, which is dedicated to defending the teaching of evolution in the classroom.
Almost 45 scientists, educators and special interest groups from across the state will testify at the state's first public hearing this year on the next generation of textbooks for the courses of biology, family and career studies and English as a Second Language.
Approved textbooks will be available for classrooms for the 2004-05 school year. And because Texas is the second largest textbook buyer in the nation, the outcome could affect education nationwide.
The Texas Freedom Network and a handful of educators held a conference call last week to warn that conservative Christians and special interest organizations will try to twist textbook content to further their own views.
"We are seeing the wave of the future of religious right's attack on basic scientific principles," said Samantha Smoot, executive director of the network, an anti-censorship group and opponent of the radical right.
Those named by the network disagree with the claim, including the Discovery Institute and its Science and Culture Center of Seattle.
"Instead of wasting time looking at motivations, we wish people would look at the facts," said John West, associate director of the center.
"Our goal nationally is to encourage schools and educators to include more about evolution, including controversies about various parts of Darwinian theory that exists between even evolutionary scientists," West said. "We are a secular think tank."
The institute also is perhaps the nation's leading proponent of intelligent design - the idea that life is too complex to have occurred without the help of an unknown, intelligent being.
It pushed this view through grants to teachers and scientists, including Michael J. Behe, professor of biological sciences at Lehigh University in Pennsylvania. The Institute receives millions of dollars from philanthropists and foundations dedicated to discrediting Darwin's theory.
The center sent the state board a 55-page report that graded 11 high school biology textbooks submitted for adoption. None earned a grade above a C minus. The report also includes four arguments it says show that evolutionary theory is not as solid as presented in biology textbooks.
Discovery Institute Fellow Raymond Bohlin, who also is executive director of Probe Ministries, based in Richardson, Texas, will deliver that message in person Wednesday before the State Board of Education. Bohlin has a doctorate degree in molecular cell biology from the University of Texas at Dallas.
"If we can simply allow students to see that evolution is not an established fact, that leaves freedom for students to pursue other ideas," Bohlin said. "All I can do is continue to point these things out and hopefully get a group that hears and sees relevant data and insist on some changes."
The executive director of Texas Citizens for Science, Steven Schafersman, calls the institute's information "pseudoscience nonsense." Schafersman is an evolutionary scientist who, for more than two decades, taught biology, geology, paleontology and environmental science at a number of universities, including the University of Houston and the University of Texas of the Permian Basin.
"It sounds plausible to people who are not scientifically informed," Schafersman said. "But they are fraudulently trying to deceive board members. They might succeed, but it will be over the public protests of scientists."
The last time Texas looked at biology books, in 1997, the State Board of Education considered replacing them all with new ones that did not mention evolution. The board voted down the proposal by a slim margin.
The state requires that evolution be in textbooks. But arguments against evolution have been successful over the last decade in other states. Alabama, New Mexico and Nebraska made changes that, to varying degrees, challenge the pre-eminence of evolution in the scientific curriculum.
In 1999, the Kansas Board of Education voted to wash the concepts of evolution from the state's science curricula. A new state board has since put evolution back in. Last year, the Cobb County school board in Georgia voted to include creationism in science classes.
Texas education requirements demand that textbooks include arguments for and against evolution, said Neal Frey, an analyst working with perhaps Texas' most famous textbook reviewers, Mel and Norma Gabler.
The Gablers, of Longview, have been reviewing Texas textbooks for almost four decades. They describe themselves as conservative Christians. Some of their priorities include making sure textbooks include scientific flaws in arguments for evolution.
"None of the texts truly conform to the state's requirements that the strengths and weaknesses of scientific theories be presented to students," Frey said.
The Texas textbook proclamation of 2001, which is part of the standard for the state's curriculum, Texas Essential Knowledge and Skills, requires that biology textbooks instruct students so they may "analyze, review and critique scientific explanations, including hypotheses and theories, as to their strengths and weakness using scientific evidence and information."
The state board is empowered to reject books only for factual errors or for not meeting the state's curriculum requirements. If speakers convince the state board that their evidence is scientifically sound, members may see little choice but to demand its presence in schoolbooks.
Proposed books already have been reviewed and approved by Texas Tech University. After a public hearing Wednesday and another Sept. 10, the state board is scheduled to adopt the new textbooks in November.
Satisfying the state board is only half the battle for textbook publishers. Individual school districts choose which books to use and are reimbursed by the state unless they buy texts rejected by the state board.
Districts can opt not to use books with passages they find objectionable. So when speakers at the public hearings criticize what they perceived as flaws in various books - such as failing to portray the United States or Christianity in a positive light - many publishers listen.
New books will be distributed next summer.
State Board member Terri Leo said the Discovery Institute works with esteemed scientists and that their evidence should be heard.
"You cannot teach students how to think if you don't present both sides of a scientific issue," Leo said. "Wouldn't you think that the body that has the responsibility of what's in the classroom would look at all scientific arguments?"
State board member Bob Craig said he had heard of the Intelligent Design theory.
"I'm going in with an open mind about everybody's presentation," Craig said. "I need to hear their presentation before I make any decisions or comments.
State board member Mary Helen Berlanga said she wanted to hear from local scientists.
"If we are going to discuss scientific information in the textbooks, the discussion will have to remain scientific," Berlanga said. "I'd like to hear from some of our scientists in the field on the subject."
Amazing no one can figure out where the trouble is coming from. It's a mystery. Meanwhile, the theological pin-head angel-counting society (THPACS) had its usual contentious meeting on this thread last night. At least I can sleep through those.
Did you read the article, or are you just spouting off? Wells doesn't want to teach the facts, he wants people to teach propoganda.
From the article:
"Wells opens the chapter by telling us what Darwin thought about development and evolution. Wells uses about 5 different quotes from the Origin in an attempt to show that Darwin was advocating recapitulation in spite of what the data showed. To do this, he distorts the history. Wells tries to connect Darwin to Haeckel so that he can use that to dismiss Darwin. Wells says that Darwin was not an embyrologist and thus he relied on Haeckel (Wells 2000:81). Anyone familiar with the history of biology knows that this is impossible. Haeckel did not publish his Generelle Morphologie until 1866 (where the much maligned embryo drawings appear; Gould 1977), 7 years after the publication of the Origin. Wells quotes Darwin's praise of Haeckel in his sixth and final edition of the Origin in such a way as to obscure the fact that Darwin lauds Haeckel for his phylogenies, not his embryology. The quote is not even from the embryology section of the book; rather it comes from the classification section, in the final sentence of which Darwin praises Haeckel for using homologous features (including but not limited to developmental ones) to generate classifications for organisms. Darwin is praising the application of his theory by Haeckel."
...
"The grading scheme employed by Wells is designed for failure. This is because Wells assumes all drawings to be "redrawn" from Haeckel and gives any book with a drawing an F (Figure 11). Wells does not explain how one would determine whether they are simply redrawn from Haeckel; in any case none of the books appear to contain redrawn figures (Figure 10). Using more accurate pictures only earns a book a D. In order to earn a C or higher, a book must not use "misleading drawings or photos." This amounts to complaining that textbooks shouldn't allow students to be misled by reality!"
Please try to read what you criticize.
Ooooooh! An actual research program for the IDers. I can't wait.
Whoops! I mean TPHACS. Or maybe TPHDACS: Theological Pin-Head Dancing-Angel Counting Society.
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What are you talking about? You need to read the Bill of Rights (that would be the first 10 Amendments). The Constitution secures these rights by LAW. You also need to read those parts of the Constitution I mentioned (Article III, 10th Amendment) which confine the SCOTUS to interpretation of the EXISTING LAW ONLY and gives States autonomy in matters not covered by the Constitution (e.g. Texas sodomy law).
http://www.arn.org/docs/wells/cl_iconsstillstanding.htm
is a rebuttal of: http://www-acs.ucsd.edu/~idea/tamzek1.htm
not: http://www.ncseweb.org/icons/
Which I just posted.
While the article you posted is relavant, the article I posted is much more thorough and comprehensive than the article your link rebuts. Check it out.
As usual, too short!
Yes, there's a link there, but in typical creo fashion he also pasted the contents in-line right above the link lest anyone reading down the thread not see him citing a forbidding-looking article with tables and discussions of chemical experiments, genes, and fossils. Moreover, ALS then instantly reposted the thing onto this thread.
At least two factors compel them to act this way. One is that they're acting like the bozo in the cafeteria who sits next to you while you're eating and starts witnessing to you whether you like it or not. The other is that they really don't have much supporting data or even much of an illusion of supporting data, so any little shreds of pretense they can scrape together get paraded about and waved in faces like the bloody bedsheet from an Arab's wedding night.
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