Tag Archives: Critical Thinking

Podcasts

Zack Kopplin debates Casey Luskin on the Louisiana Science Education Act on the Michael Medved show

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The Michael Medved show is a national radio show broadcast out of Seattle, Washington. According to Talkers magazine, he has the fifth largest radio audience. He has a regular weekly segment on science and culture featuring  scholars from the Discovery Institute.

Here is the seventh segment from this past week, courtesy of the Intelligent Design: The Future podcast.

The MP3 file is available for download. (38 minutes)

The description is:

On this episode of ID the Future, the Medved Show hosts the CSC’s Casey Luskin and student Zack Kopplin, a leading activist in the effort to repeal the Louisiana Science Education Act. Luskin and Kopplin debate the implications of the Louisiana law for science education standards and whether or not the law promotes the teaching of creationism.

Each week, leading fellows from Discovery Institute will join Michael Medved to talk about the intersection of science and culture. Listen in live online or on your local Medved station, or stay tuned at ID the Future for the weekly podcast.

Topics: (I tried harder to get Kopplin’s statements right than with Dan Barker last week, because Kopplin isn’t as much a jerk as Barker)

  • Medved: Should teachers be forced to teach creationism in public schools?
  • Luskin: The Discovery Institute has never advocated that creationism be taught in public schools
  • Medved: Does the Louisiana law mandate that creationism be taught in public schools
  • Kopplin: Yes, the bill does because Bobby Jindal said that the bill teaches creationism
  • Luskin: (Reads the actual text of the law) the law EXPLICITLY STATES that teaching creationism is forbidden
  • Luskin: Governor Jindal is misinfored about the law, but if you look at the law it says NO CREATIONISM
  • Kopplin: I don’t care about what the law actually says, I’ll just repeat that Bobby Jindal thinks it’s creationism
  • Kopplin: Thirty years ago, there was an attempt to mandate creationism, therefore this law is doing the same thing
  • Medved: Are there any complaints that creationism is being taught in any schools after this law has been passed
  • Kopplin: No, I don’t know of any, but that’s not because there are none! Maybe there are some that I haven’t heard about yet
  • Medved: If you are taught something that you think is stupid, then is that automatically a violation of your rights?
  • Kopplin: Because you cannot allow the progress of science to call the religion of naturalism into question
  • Luskin: About that Jindal quote – he was talking about what he wanted to pass, not the law that actually passed
  • Luskin: (reads the text of the law again) The law explicitly says that teachign creationism in the classroom is prohibited
  • Luskin: Intelligent design is not creationism. Creationism starts with the Bible. Intelligent Design starts with science
  • Luskin: The law only supports teaching both sides of things that are already in the curriculum
  • Luskin: ID is not already in the curriculum, therefore, the law does not allow it to be discussed
  • Medved: Take Stephen C. Meyer’s book on the origin of life, could that be used in the classroom?
  • Kopplin: I am not very familiar with Meyer’s book, but if it is critical of Darwinism and naturalism, then it should not be taught. I don’t need to read it before I can censor it
  • Luskin: Meyer’s book advocates for ID, so it should not be taught in science classrooms
  • Luskin: non-ID science papers that are critical of Darwinism should be allowed in science classroom so students get both sides
  • Medved: Consider this brand new Oxford University Press book that is critical of Darwinian mechanisms, authored by Masatoshi Nei who is at Penn State University professor (written up on Evolution News)
  • Medved: Should this research critical of Darwinism be allowed in science classrooms?
  • Kopplin: I don’t know if this book should be allowed in science classrooms
  • Kopplin: I already know without reading anything though that there will never be evidence that supports intelligent design
  • Kopplin: There is no evidence against Darwinism and there is no controversy and there is no disagreement among scientists
  • Luskin: There are hundreds of papers in mainstream science peer-reviewed publications critical of Darwinism
  • Luskin: (lists a stack of papers critical of core tenets of Darwinian theory from respect science journals in the last few years)
  • Luskin: Masatoshi Nei recently posted a comment critical of the usefulness of the mutation-selection mechanism
  • Luskin: The real issue is whether students are allowed to hear mainstream scientific criticisms of Darwinism in the science classroom
  • Medved: Is it OK for a teacher to admit that on a specific issue in science, that there is no credible naturalistic explanation?
  • Kopplin: I am a history major, so I don’t want to comment on whether it is OK to admit that naturalism doesn’t explain everything
  • Luskin: A Harvard chemist says that the origin of life is an open issue in this peer-reviewed journal article
  • Luskin: Teachers should be allowed to say that there is no accepted naturalistic explanation for the origin of life
  • Luskin: teachers should NOT be teaching religion, or creationism, or even intelligent design in science classrooms
  • Luskin: but teachers should be allowed to say what the Harvard chemist said in that peer-reviewed article in the science classroom
  • Kopplin: there was a creationist woman who sat next to the Discovery Institute person when the law was being debated
  • Kopplin: so based on that there is a scary hidden creationist agenda behind the law which is not reflected in the actual text law
  • Luskin: Um, that woman has no connection to the Discovery Institute
  • Luskin: seating arrangement at the hearings were pre-determined, not selected by those in attendance
  • Luskin: what about people who are pushing Darwinism, who are anti-religious atheists and humanists? should they be disqualified?
  • Luskin: we should not discredit the arguments of either side based on speculations about their motives – what counts is the evidence
  • Kopplin: but I have a letter signed by lots of Nobel-prize winning scientists that opposes the Lousiana science education law
  • Luskin: but that letter never actually quotes from the law, it is critiquing views that have nothing to do with the actual law
  • Medved: Summarize your views
  • Kopplin: Criticism of Darwinism and naturalism using mainstream scientific evidence SHOULD NOT be allowed in the science classroom
  • Liskin: Criticism of Darwinism and naturalism using mainstream scientific evidence SHOULD be allowed in the science classroom

And there is a period of questions from the callers.

This episode features a debate, so it is not to be missed. it is always a good idea to hear both sides. Unfortunately, ID people are the only ones who think that both sides should be heard.

I subscribe to the ID the Future podcast, and I really recommend that you do as well!

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Videos

Dr. George Yancey lectures on anti-Christian bias in academia, and beyond

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My good friend Wes posted this 28-minute lecture.

If you watch 5 minutes, then you’ll definitely stay and watch the whole thing. It’s fascinating.

Details:

Join Dr. George Yancey in an in depth discussion of the bias taking place within academia against religion in general, but more specifically Christianity. Within the discussion Dr.Yancey uses brief explanations of his previous book, Compromising Scholarship and many other excerpts of his past research as well as his forthcoming research to give us a new viewpoint on academia and religion.

I found a quick description of Dr. Yancey’s work in this New York Times article from July 2011.

It says:

Republican scholars are more likely than Democrats to end up working outside academia,as documented by Daniel Klein, an economist at George Mason University. Dr. Klein, who calls himself a classical liberal (a k a libertarian), says that the university promotes groupthink because its system of “departmental majoritarianism” empowers the dominant faction to keep hiring like-minded colleagues. And when a faculty committee is looking to hire or award tenure, political ideology seems to make a difference, according to a “collegiality survey” conducted by George Yancey.

Dr. Yancey, a professor of sociology at the University of North Texas, asked more than 400 sociologists which nonacademic factors might influence their willingness to vote for hiring a new colleague. You might expect professors to at least claim to be immune to bias in academic hiring decisions.

But as Dr. Yancey reports in his new book, “Compromising Scholarship: Religious and Political Bias in American Higher Education,” more than a quarter of the sociologists said they would be swayed favorably toward a Democrat or an A.C.L.U. member and unfavorably toward a Republican. About 40 percent said they would be less inclined to vote for hiring someone who belonged to the National Rifle Association or who was an evangelical. Similar results were obtained in a subsequent survey of professors in other social sciences and the humanities.

Dr. Yancey, who describes himself as a political independent with traditional Christian beliefs and progressive social values, advises nonliberal graduate students to be discreet during job interviews. “The information in this research,” he wrote, “indicates that revealing one’s political and religious conservatism will, on average, negatively influence about half of the search committee one is attempting to impress.”

Dr. Yancey’s research was a survey, not a field experiment, so it’s impossible to know how many of those academics who confessed to hypothetical bias would let it sway an actual decision. Perhaps they’d try to behave as impartially as the directors of graduate studies in Dr. Gross’s experiment.

The lecture is a real eye-opener. It turns out that in academia, you are likely to be viewed the same way as blacks were viewed by slave-owners, and Jews were viewed by Nazis. Stereotypes, ignorance and hatred abound.

We have a lot of work to do to correct these perceptions, and unfortunately nothing that Christians see and hear in church is likely to change this. Until we get serious about prodding our young people to think and achieve, this is what people on the secular left will think of us. Not because they really are smarter, but because we are not capable of pointing out the nonsense on their side of the aisle, e.g. – eternal universes, aliens seeding the Earth with life, fatherlessness is good for children, and so on. If we don’t study the evidence, then their stupidity will rule the day, and they are the ones who are entrenched in academia.

Videos

Sherif Girgis: intellectual diversity in university law schools

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Is there a diversity problem in elite law schools? Sherif Girgis thinks that there is, and in this lecture he makes the case.

(27 minutes of lecture, 6 minutes of Q&A)

I highly recommend watching this video, especially if you are on the left on social issues, and you think everyone on the right is stupid and evil.