Posted on 02/27/2004 5:55:40 PM PST by Coleus
February 26, 2004
Darwinism to Face Scrutiny
by Sonja Swiatkiewicz, state issues analyst
Ohio and Minnesota have the opportunity to make a difference in how Darwinism is taught to schoolchildren.
Ohio made history in December 2002 when its state Board of Education approved changes to public school science standards requiring students to be tested on their understanding of evidence for and against Darwinism.
Just over a year later, Ohio again stands at a crossroads of sorts, while its school board seeks to establish a model curriculum to implement 2002's changes. Minnesota, likewise, has come to a place of decision — whether or not to follow in Ohio's footsteps in the teaching of Darwinism.
The Ohio school board voted 13-4 on Feb. 10 in a preliminary vote to accept "Set A" of the model science curriculum -- the curriculum that will be sent to each district to guide teachers in how the new science standards should be implemented in the classroom. "Set A" includes 42 individual lessons that deal with potentially "controversial" topics; nine of them (those slated for grade 10 life sciences) discuss evolutionary theory.
Only one of the 42, however, seeks to include the "critical analysis" of Darwinism that is now required to be taught — and that's where the rubber meets the road.
Fiercely protective pro-Darwinists are attempting to derail the new science standards before kids in the classroom ever reap the benefits of this dramatic change in policy. Critics have claimed that the "Critical Analysis of Evolution" lesson mandates the teaching of Intelligent Design.
In fact, the "Critical Analysis" lesson supports the new requirement that students be able to "describe how scientists continue to investigate and critically analyze aspects of evolutionary theory." Students will be taught that theories are tentative explanations that are subject to modification as continued experimentation demands; the differences between microevolution and macroevolution; and guided to examine the various lines of evidence for and against the theory of a common ancestry (macroevolution).
While the board had already indicated its support of "Set A" in its entirety, Darwinists are applying pressure to the board members to convince them to remove their support. A final, binding vote will be taken during the board's meeting March 8-9.
A few states away, Minnesota's Legislature is grappling with making initial changes to the state's science standards. Four members of the science standard writing committee have submitted a "minority" report, urging the Legislature to accept two standards that mirror Ohio's.
These two standards will lay the groundwork for Minnesota's schoolchildren to be taught critical analysis of evolution — which has been specifically encouraged by the No Child Left Behind Act conference report.
But first, the "minority report" must be accepted into the recommendations to be sent to the full House and Senate.
Those who support a balanced presentation of Darwinism, the evidence for and against macroevolution, must make their voices heard. The type of science education Ohio and Minnesota's kids receive is dependent on board members and legislators knowing concerned citizens care about the unbiased teaching of evolution.
TAKE ACTION
Ohio
Please contact the board members who voted in favor of the "Set A" curriculum to thank them for their support and encourage them to vote in favor of "Set A" on Mar. 8 or 9. Please contact them by March 5.
Richard E. Baker (Hollansburg), 937-548-2246
Virgil E. Brown, Jr. (Cleveland Heights), 216-851-3304, Virgil.Brown@ode.state.oh.us
Michael Cochran (Blacklick), 614-864-2338, ota@ohiotownships.org
Jim Craig (Canton), 330-492-5533, Jim.Craig@ode.state.oh.us
John W. Griffin (West Carrollton), P.O. Box 49201, West Carrollton, OH 45449-0201
Stephen M. Millett (Columbus), 614-424-5335
Deborah Owens Fink (Richfield), 330-972-8079, deb@uakron.edu
Emerson J. Ross, Jr. (Toledo), 419-248-8315
Jennifer L. Sheets (Pomeroy), 740-992-2151, Jennifer.Sheets@ode.state.oh.us
Jo Ann Thatcher (McDermott), 740-858-3300
James L. Turner (Cincinatti), 513-287-3232, jturner@cinergy.com
Sue Westendorf (Bowling Green), 419-352-2908, sue.westendo@ode.state.oh.us
Carl Wick (Centerville), 937-433-1352, carl.wick@ode.state.oh.us
Please politely urge the four board members who voted against "Set A" to reconsider and vote in support. Please contact them by Mar. 5.
Robin C. Hovis (Millersburg), 330-674-5000, Robin.Hovis@ode.state.oh.us
Cyrus B. Richardson, Jr. (Bethel), 513-734-6700, Cyrus.Richards@ode.state.oh.us
G.R. "Sam" Schloemer (Cincinnati), 513-821-4145, Sam.Schloemer@ode.state.oh.us
Jennifer Stewart (Zanesville), 740-452-4558, Jennifer.Stewart@ode.state.oh.us
Two members were absent for the Feb. 10 meeting, and should be politely contacted as well.
Virginia E. Jacobs (Lima), 419-999-4219, Virginia.Jacobs@ode.state.oh.us
Martha W. Wise (Avon) 440-934-4935, Martha.Wise@doe.state.oh.us
In addition, please contact Gov. Bob Taft and tell him you support the teaching of critical analysis of evolution. For contact information for Gov. Taft, visit our CitizenLink Action Center.
Minnesota
Please contact the chairpersons of the House and Senate Education Policy Committees, Rep. Barbara Sykora and Sen. Steve Kelley, and urge them to accept the "minority report."
In addition, please contact your own representative and senator and politely urge them to support the critical analysis of evolution when it comes to a vote.
Also, please contact Gov. Tim Pawlenty and urge his support for teaching the evidence for and against evolution. Contact information for Gov. Pawlenty is available through our CitizenLink Action Center.
There are compelling reasons for the lack of new fossils in old mountains, at least for people who assume that some mountains are indeed much, much older than some others. People who advocate "alternative science" that discards any meaningful explanation of such things don't know or care what they're throwing away.
Flood Geology typically ignores questions for which its answers are arbitrary and whimsical. "Because the dino and mammal fossils got piled up elsewhere, that's why!"
I hate that about all quack science, not just Flood Geology. People who push theories that the pyramids were erected by space aliens in 10,000 BC or whatever have no idea how much good Egyptology they're trying to discard.
I can't be trusted. :o)
Peace, Vade. There's still time to come to the truth.
Seek the LORD while He may be found; call on Him while He is near.
Let the wicked forsake his way and the evil man his thoughts.
Let him turn to the LORD, and He will have mercy on Him
and to our God, for He will freely pardon.
For MY thoughts are not your thoughts, neither are your ways MY ways, declares the LORD.
As the heavens are higher than the earth, so are MY ways higher than your ways, and MY thoughts than your thoughts........Isaiah 55: 6-8
God's Word.
arrogant
\Ar"ro*gant\, a. [F. arrogant, L. arrogans, p. pr. of arrogare. See Arrogate.] 1. Making, or having the disposition to make, exorbitant claims of rank or estimation; giving one's self an undue degree of importance; assuming; haughty; -- applied to persons.
Get a grip, it's just a movie.
Because the God I believe in reached down into human history, and sacrificed His life for the forgiveness of our sins. All the other religions of the world are man's attempts to reach God. Christianity is God, in love, reaching down to us. All the other 'prophets' are dead and in the ground. Jesus is alive, and sitting at the right hand of God the Father.
I'm not going to convince you, Dimensio, and nothing I say will be adequate because you are predisposed to disagree with my sources, and belittle my faith.
But let me leave you finally with this. The Scripture is my ultimate source, and everything 'scientific' must be weighed against it. Science is imperfect, but God's word is not. Human understanding of what God has said may be imperfect (as it obviously has been in the past), but God's word is true.... every word of it. And though Christians may interpret the Creation story differently, I will always interpret it as it is written.
If I'm wrong, I'll find out when I meet the Creator, but I'm not going to find out here and now from you, or anyone else here. And for me, right here, and right now, the truth of Genesis is foundational to everything else in the Scripture. It is not the guesswork of humanity. It is the beginning of the story of God's love for me, and for you.
There are people who think I need to do what you do. ;)
It is a human depiction, for sure, but what it tells is what really happened.
I know this Jesus. He has saved me from sin, and given me eternal life. Were I the only person on earth.......or were you........Jesus would have suffered and died for our redemption.
Read the Gospels. That's what the movie is about. Gospel.......GOOD news.
Not to mention that other mountain ranges--which are what you and I would call "newer" ones--also contain dinosaur and even mammal fossils within their sediments.
The key, of course, is that once you warp the sediments into mountains, deposition is over. Erosion begins. Your Adirondacks are part of the same major system as my Alleghenies: the Appalachians. If you can find a fossil later than the Permian, about 250 million years ago, it's a miracle.
Very good. Tell me, what do you think of the anti-scriptural theory of the solar system? That is, do you believe, as the bible teaches, that the earth doesn't move, and the sun moves around the earth? To put my question in context, here are a few geocentric passages from scripture, King James version. The first two, from Ecclesiastes and Joshua, were used in Galileo's heresy trial. (Source: The Galileo Affair, by Maurice A. Finocchiaro, University of California Press, 1989.) I'm not certain if the other verses were also used as evidence against Galileo, but they speak for themselves:
Ecclesiastes:
1:5 The sun also ariseth, and the sun goeth down, and hasteth to his place where he arose. [Clear, unambiguous description of the sun's orbit around the earth.]Joshua:
10:12 Then spake Joshua to the LORD in the day when the LORD delivered up the Amorites before the children of Israel, and he said in the sight of Israel, Sun, stand thou still upon Gibeon; and thou, Moon, in the valley of Ajalon.
10:13 And the sun stood still, and the moon stayed, until the people had avenged themselves upon their enemies. Is not this written in the book of Jasher? So the sun stood still in the midst of heaven, and hasted not to go down about a whole day.
10:14 And there was no day like that before it or after it, that the LORD hearkened unto the voice of a man: for the LORD fought for Israel.1st Chronicles:
16:30 Fear before him, all the earth: the world also shall be stable, that it be not moved.Psalms:
93:1 The LORD reigneth, he is clothed with majesty; the LORD is clothed with strength, wherewith he hath girded himself: the world also is stablished, that it cannot be moved.
96:10 Say among the heathen that the LORD reigneth: the world also shall be established that it shall not be moved: he shall judge the people righteously.
104:5 Who laid the foundations of the earth, that it should not be re-moved for ever.
Sure, at least in a general way.
Those who adhere to the Theory of Evolution are working to my advantage in bringing forth scientific knowledge that can be applied in businesses which in turn supply goods and services I enjoy every day. Unwittingly they labor under the hand of God and serve the rest of us.
As for God Himself, he has seen fit to arrange history in such a way that I enjoy great blessings in this life - not only the above, but also the certain knowledge that all things will work together for my good, no matter now cruel they may appear on the surface.
Now, would you please be so kind as to explain to me what social benefits have been derived from allowing only the Theory of Evolution to be taught in our schools? Also, please explain to me why I should not ascribe "arrogance" to the assertion that their world view is the only valid one for the classroom.
Nebullis, I think you're looking at the Standards and the Indicators that were passed by Ohio in 2002. What they voted on recently was the curriculum that was developed later to follow the Standards. The original Standards document is pretty good, IMO. It contained a specific disclaimer that it was not meant to include any discussion of Intelligent Design. But it also called for a curriculum unit on "Critical Analyses of Evolution". You can see a discussion of the resulting curriculum unit (and also links to the document) over here. They're trying to sneak in references to ID and creationism and the negative moral implications of "Darwinism" by way of their recommended links at the end of the curriculum.
(The creationists on the Ohio Board of Ed. are a slippery, sneaky bunch of politicians.)
Oh.....and that passage in Joshua. I believe it.
In the meantime, please don't post to me with any more feeble attempts to entrap, OK?
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