Kansas school board redefines science
New standards question accuracy of evolutionary theory
Tuesday, November 8, 2005; Posted: 8:10 p.m. EST (01:10 GMT)
TOPEKA, Kansas (AP) -- At the risk of re-igniting the same heated nationwide debate it sparked six years ago, the Kansas Board of Education approved new public school science standards Tuesday that cast doubt on the theory of evolution.
The 6-4 vote was a victory for "intelligent design" advocates who helped draft the standards. Intelligent design holds that the universe is so complex that it must have been created by a higher power.
Critics of the language charged that it was an attempt to inject God and creationism into public schools in violation of the separation of church and state.
All six of those who voted for the standards were Republicans. Two Republicans and two Democrats voted against them.
"This is a sad day. We're becoming a laughingstock of not only the nation, but of the world, and I hate that," said board member Janet Waugh, a Kansas City Democrat.
Supporters of the standards said they will promote academic freedom. "It gets rid of a lot of dogma that's being taught in the classroom today," said board member John Bacon, an Olathe Republican.
The standards state that high school students must understand major evolutionary concepts. But they also declare that some concepts have been challenged in recent years by fossil evidence and molecular biology.
The challenged concepts cited include the basic Darwinian theory that all life had a common origin and the theory that natural chemical processes created the building blocks of life.
In addition, the board rewrote the definition of science, so that it is no longer limited to the search for natural explanations of phenomena.
The standards will be used to develop student tests measuring how well schools teach science. Decisions about what is taught in classrooms will remain with 300 local school boards, but some educators fear pressure will increase in some communities to teach less about evolution or more about intelligent design. (Read how Kansas came to this point)
The vote marked the third time in six years that the Kansas board has rewritten standards with evolution as the central issue.
In 1999, the board eliminated most references to evolution, a move Harvard paleontologist Stephen Jay Gould said was akin to teaching "American history without Lincoln."
Two years later, after voters replaced three members, the board reverted to evolution-friendly standards. Elections in 2002 and 2004 changed the board's composition again, making it more conservative.
Many scientists and other critics contend creationists repackaged old ideas in scientific-sounding language to get around a U.S. Supreme Court decision in 1987 that banned teaching the biblical story of creation in public schools.
The Kansas board's action is part of a national debate. In Pennsylvania, a judge is expected to rule soon in a lawsuit against the Dover school board's policy of requiring high school students to learn about intelligent design in biology class. (Read about the Dover debate)
In August, President Bush endorsed teaching intelligent design alongside evolution.
http://cnn.org/2005/EDUCATION/11/08/evolution.debate.ap/index.html
For the science room, no free speech
By Bill Murchison
Dec 28, 2005
Will the federal courts, and the people who rely on the federal courts to enforce secular ideals, ever get it? The anti-school-prayer decisions of the past 40 years -- not unlike the pro-choice-in-abortion decisions, starting with Roe vs. Wade -- haven't driven pro-school-prayer, anti-choice Americans from the marketplace of ideas and activity.
Neither will U.S. Dist. Judge John Jones' anti-intelligent-design ruling in Dover, Pa., just before Christmas choke off challenges to the public schools' Darwinian monopoly.
Jones' contempt for the "breathtaking inanity" of school-board members who wanted ninth-grade biology students to hear a brief statement regarding Darwinism's "gaps/problems" is unlikely to intimidate the millions who find evolution only partly persuasive -- at best.
Millions? Scores of millions might be more like it. A 2004 Gallup Poll found that just 13 percent of Americans believe in evolution unaided by God. A Kansas newspaper poll last summer found 55 percent support for exposing public-school students to critiques of Darwinism.
This accounts for the widespread desire that children be able to factor in some alternatives to the notion that "natural selection" has brought us, humanly speaking, where we are. Well, maybe it has. But what if it hasn't? The science classroom can't take cognizance of such a possibility? Under the Jones ruling, it can't. Jones discerns a plot to establish a religious view of the question, though the religion he worries about exists only in the possibility that God, per Genesis 1, might intrude celestially into the discussion. (Intelligent-designers, for the record, say the power of a Creator God is just one of various possible counter-explanations.)
Not that Darwinism, as Jones acknowledges, is perfect. Still, "the fact that a scientific theory cannot yet render an explanation on every point should not be used as a pretext to thrust an untestable alternative hypothesis grounded in religion into the science classroom or to misrepresent scientific propositions."
Ah. We see now: Federal judges are the final word on good science. Who gave them the power to exclude even whispers of divinity from the classroom? Supposedly, the First Amendment to the Constitution: the odd part here being the assumption that the "free speech" amendment shuts down discussion of alternatives to an establishment-approved concept of Truth.
With energy and undisguised contempt for the critics of Darwinism, Jones thrusts out the back door of his courthouse the very possibility that any sustained critique of Darwinism should be admitted to public classrooms.
However, the writ of almighty federal judges runs only so far, as witness their ongoing failure to convince Americans that the Constitution requires almost unobstructed access to abortion. Pro-life voters and activists, who number in the millions, clearly aren't buying it. We're to suppose efforts to smother intelligent design will bear larger, lusher fruit?
The meeting place of faith and reason is proverbially darkish and unstable -- a place to which the discussants bring sometimes violently different assumptions about truth and where to find it. Yet, the recent remarks of the philosopher-theologian Michael Novak make great sense: "I don't understand why in the public schools we cannot have a day or two of discussion about the relative roles of science and religion." A discussion isn't a sermon or an altar call, is it?
Equally to the point, what does secular intolerance achieve in terms of revitalizing public schools, rendering them intellectually catalytic? As many religious folk see it, witch-hunts for Christian influences are an engrained part of present public-school curricula. Is this where they want the kids? Might private schools -- not necessarily religious ones -- offer a better alternative? Might home schooling?
Alienating bright, energized, intellectually alert customers is normally accounted bad business, but that's the direction in which Darwinian dogmatists point. Thanks to them and other such foes of free speech in the science classroom -- federal judges included -- we seem likely to hear less and less about survival of the fittest and more and more about survival of the least curious, the least motivated, the most gullible.