Amy Hall of Stand to Reason linked to this post by David Klinghoffer on Evolution News.
Excerpt:
The Wall Street Journal salutes the research of Boston University psychologist Deborah Kelemen. She has discovered that it’s possible with Darwinian storytelling to suppress common sense in children of the kind that leads them to recognize artifacts of intelligent design in nature.
The Journal notes that quite apart from religious instruction, kids are primed to see life as reflecting “intentional design.” It’s intuitive. The corrective is to catch them at an early age and train them to see things in a Darwinian light.
By elementary-school age, children start to invoke an ultimate God-like designer to explain the complexity of the world around them — even children brought up as atheists. Kids aged 6 to 10 have developed their own coherent “folk biological” theories. …
Dr. Kelemen and her colleagues thought that they might be able to get young children to understand the mechanism of natural selection before the alternative intentional-design theory had become too entrenched. They gave 5- to 8-year-olds 10-page picture books that illustrated an example of natural selection. The “pilosas,” for example, are fictional mammals who eat insects. Some of them had thick trunks, and some had thin ones. A sudden change in the climate drove the insects into narrow underground tunnels. The thin-trunked pilosas could still eat the insects, but the ones with thick trunks died. So the next generation all had thin trunks.
Before the children heard the story, the experimenters asked them to explain why a different group of fictional animals had a particular trait. Most of the children gave explanations based on intentional design. But after the children heard the story, they answered similar questions very differently: They had genuinely begun to understand evolution by natural selection. That understanding persisted when the experimenters went back three months later.
One picture book, of course, won’t solve all the problems of science education. But these results do suggest that simple story books like these could be powerful intellectual tools. The secret may be to reach children with the right theory before the wrong one is too firmly in place.
There are a number of interesting points here. First, that the example of natural selection is fictional. The mammalian order Pilosa (anteaters and sloths) is real, but “pilosas” are not. Second, it is decidedly in the micro-evolutionary realm — a kind of evolution that no one disputes, certainly not advocates of the theory of intelligent design. There’s no reason to think that the “pilosas” are on their way to true speciation, of the kind that evolutionary theory is really challenged to account for, any more than Darwin’s finches. The extrapolation from such a trivial thing into the origin of all species and all biological complexity by unguided natural processes is a cheat.
Most enlightening is that Dr. Kelemen and her colleagues would, to begin with, seek to talk children out of their intuitive response. Among ID researchers, the approach would be to test that intuition, objectively weighing the empirical evidence without preconceptions. Dr. Kelemen would “suppress” it: her own word!
The abstract of her research publication calls the Darwinian storytelling “interventions”.
I do think it’s important for parents to counter what these educators are interested in doing to their children.
First, it’s important for parents to consider whether teachers are paid for their work (by parents who use privates schools) or whether their salary is coming from the government (parents are forced by law to pay taxes for government-run “public” schools), which has other purposes for children than parents have. Second, it’s important for parents to decide how they intend to explain to their children the difference between macroevolution and microevolution, lest naturalistic educators use evidence for microevolution as a way of persuading children to accept macroevolution. Third, parents have to decide how to teach their children about the the standard cosmology, cosmic fine-tuning, the origin of life and the Cambrian explosion – each of which is lethal to naturalism, and each of which is more rooted in experimental science than clumsy storytelling. Unfortunately, the good evidence that modern science offers is largely unknown to most parents, who still trust teachers to teach children truth and practical skills.
I do think it’s important for parents to have some sort of plan for dealing with this, and money to fund their plan. The BU professor is obviously not capable of winning an argument about Darwinism with a grown-up with a good knowledge of the facts, but that’s not her purpose. She is a psychologist in Boston – it’s unlikely she is familiar with actual experimental science related to origins. She’s not interested in debating William Lane Craig or Stephen C. Meyer – she’s never even heard of them. She doesn’t want to talk about the details of experimental science with someone who has an awareness of it, she just wants to pass her own religion (naturalism) on to your children when they are too young to know how to resist her. And I’m sure that she’d like the assistance of a secular government to accomplish that. And believe me, there are powerful people who are very interested in helping her, and in making sure that no parent can stop her from indoctrinating their children.
WINTERY KNIGHT 