For me, this is the most interesting quote in the article. The master plan (genes) came first? What of "natural selection"? And was there an "author" of the plan?
It's quite an incredible and miraculous process we conscious beings emerged from, and I think we are just glimpsing a very small part of it.
We are all basically highly complex machines, and even the most sophisticated and gifted artisans among us have yet to achieve that level of intricate and knowledgeable technology.
Great! More Christmas cards to send out.
Are they talking about Democrats?
(NEWARK) - A Rutgers-Newark biology professor who serves as president of the American Institute of Biological Sciences (AIBS) is leading a nationwide effort to defend the theory of evolution in the face of what the institute views as opposition and indifference from school boards and government entities.
Rutgers-Newark Biology Professor Judith S. Weis, president of the AIBS, a Washington, D.C.-based professional organization begun in 1947, believes that the teaching of evolution in America is being diminished and minimized by the teaching of creationism as well as an overall lack of teaching Darwin's theory of evolution in high school.
"There's nothing that requires schools to teach evolution. Sometimes teachers in high schools just leave it out. However, from the point of view of biologists, evolution is the central theory of biology upon which everything is based," said Weis. "Unfortunately, teaching evolution has become a political issue in many parts of the country and AIBS as a representative of biologists wanted to be a major force speaking out in favor of its teaching."
Weis said the institute is working together with the American Geological Institute, the National Association of Biology Teachers, and its 80-plus member organizations to address the political and legislative threats to teaching evolution.
In states challenging its teaching, the institute responds by sending letters to school boards, state legislatures, providing testimony at public meetings, and notifying members and affiliated organizations. She said a national AIBS conference, "Evolution: Understanding Life on Earth," planned for March 2002 in Arlington, Virginia, will focus more attention on the teaching of evolutionary biology in America.
The AIBS, with more than 80 member societies and 250,000 members, has established an e-mail system that enables scientists and teachers in each state, and member societies, to keep each other informed about threats to the teaching of evolution.
Darwin's theory of evolution holds that living things change and adapt to their environment and that present day species (including human beings) are descended from earlier species through modification by natural selection.
The theory has been accepted by scientists for nearly 100 years, Weis said, and has been refined, extended, and strengthened over the years by findings in paleontology and developmental biology.
Furthermore, discoveries in genetics, molecular biology, and genomics - all of which have significant benefits for human health - would not be possible without the underlying knowledge of evolution. And, Weis adds, "modern molecular biology and genomics have increased our understanding of how evolution works."
Nonetheless, evolution remains a politically, if not scientifically, controversial issue.
Weis said that this year alone, seven states have had either local or statewide efforts to water down the teaching of evolution, or "balance" it with the teaching of creationism - a religious belief that different species were created separately by a higher power, such as God. States with such efforts included Arkansas, Michigan, Louisiana, Pennsylvania, Minnesota, Georgia, and Hawaii.
"Rarely does anyone now use the word 'creationism,' because that's too obvious," Weis said. "The current terminology is 'intelligent design.' Efforts to teach evolution as a theory, not a fact, reflect misconceptions about the nature of science. A theory in science is not just a speculation or a guess, but a concept with a large amount of information supporting it," said Weis.
"I see a core part of my field as being under attack. Polls have shown that a majority of people do not understand the theory of evolution and others show that people do not accept evolution theory because teachers do not teach it," Weis said. "When confronted with the possibility of local objections," she said, "some teachers find it easier to not teach the subject."
For information about the AIBS efforts, visit the AIBS Web site at http://www.aibs.org. The site includes resources for teaching evolution.
The findings in this article place the metazoans or animals closer in relationship to the choanoflagellates than the fungi, as previously assumed.
(The title of the article you posted is a bit misleading as it makes an association with origin of life. The finding here is a missing link.)
Anyway, Sean Carroll has posited the "genetic toolkit" idea, something I've brought up on this forum on a number of occasions, and this study provides more evidence for that. It's not exactly a master plan, but the basic toolkit for the metazoans was developed during the evolution from single to multicellular organisms. This is in stark contrast to Darwinian gradualism, of course, but makes far more sense, overall.