Tag Archives: Teach the Controversy

Why is critical evaluation of Darwinism not permitted in the public square?

UPDATE: Welcome Post-Darwinist readers! Thanks for the link Denyse!

UPDATE: Welcome visitors from 4Simpsons! Thanks for the link!

No one doubts what can be proved in the lab or in the fossil record about the ability of organisms to adapt to their environment. Finch beak sizes can change, bacteria can become resistant, etc. Perhaps even some limited “speciation” between ancestors due to geographic isolation. But that isn’t what Darwinism-skeptics object to. We object to naturalistic accounts of the origin of life and to macro-evolution.

But Darwinism, like global warming, is one of those beliefs that is long on faith and short on evidence. And the way you can tell that you’re being sold a pig in a poke is by taking a look at how welcoming Darwinists are to debate. Do they organize public debates and publish books with their opponents? Or do they simply have them fired and black-listed from the academy? Let’s talk a look at the data.

The case of NPR media bias

Here is an interesting article from Evolution News by ID proponent Casey Luskin. Casey was interviewed by the government-run, taxpayer-funded National Public Radio, regarding the recent decision favoring critical thinking in science by the Texas Board of Education.

Casey writes:

Last week I did an interview with an NPR reporter, Bob Garfield, for his NPR show “On the Media” about the recent Texas decision…

The interview started with benign questions about the recent decision of the Texas State Board of Education to welcome scientific critique of evolution into the curriculum. This quickly descended into various “how dare you” type questions, about whether this was all a plot by the “Religious Right” to insert religion into public schools, and why I rejected all the fossil and cosmological evidence that shows the universe isn’t 10,000 years old. “Huh?,” I replied. I quickly informed Mr. Garfield that not only do we oppose advocating religion in science classrooms, but that I’m not a young earth creationist, and that the debate in Texas has never been about young earth creationism. The new Texas Science Standards only require scientific critical analysis of evolution, and in no way shape or form invited biblical creationism or religion into the classroom.

Mr. Garfield was also reminded that many of the 13 members of the Texas State Board of Education who voted for the new science standards both professed to accept evolution and stridently opposed the teaching of creationism, and thus it would seem highly unlikely that the new Texas standards were a “Trojan horse” for teaching religion. Nonetheless, the final story favorably quoted members of the evolution lobby saying this is all a ruse for creationism.

How familiar is the left-wing elite media with the 700+ scientists who dissent from Darwinism? Not so much:

But during our interview, having lost his argument that the new Texas Science Standards were a conspiracy to bring religion into the curriculum, Garfield shifted our conversation to the science. Again, he asked various “How dare you?” type questions, making assertions like virtually “100%” of scientists accept evolution, or that evolution comprised the unchallengeable “consensus,” or that there is no fossil evidence that challenges evolution. I reminded him that a critical mass of well-credentialed scientists in fact don’t support neo-Darwinian evolution, and that a number of Ph.D. biologists testified in Texas about scientific weaknesses in evolution. He then accused me of cherry-picking data because, outside of the Texas hearings, he asserted that essentially the “universe” of scientists support evolution. Not true, I told him. I replied that while surely majority of scientists do support evolution, there are credible scientists who dissent from it–hundreds of Ph.D.s in fact–and that there are plenty of discussions of doubts about core claims of neo-Darwinism in the scientific literature. I also discussed some of the reasons for these doubts-ranging from the inability of empirical evidence of natural selection to be extrapolated to bolster the grand claims of neo-Darwinism to the lack of confirming fossil evidence.

And the result of this cloistered, close-minded, intolerant, bigoted, echo-chamber caricature of evolution critics?

Mr. Garfield’s reply to my discussion of the science was that we were getting outside of his field, and he cut all of my discussions of the scientific weaknesses in neo-Darwinism from the final story. There’s no shame in him not knowing much about science, but it’s troubling that despite his self-professed ignorance on the science, he acted like he knew for a fact that skeptics of Darwinian evolution had no scientific basis should be treated like crazy religious fanatics.

But isn’t the left-wing elite media right to think that opposition to evolution is entirely from Bible-thumping, snake-handling, shotgun-toting, pick-up-truck driving rednecks?

As a last ditch attempt to discredit Darwin-doubters, Garfield compared teaching critique of evolution to teaching Holocaust denial. I replied that not only is there a world of difference between the two (hundreds of serious Ph.D. scientists doubt neo-Darwinism, and one cannot find such credibility supporting something as pernicious as Holocaust denial!), but I also told him that given that I (as well as many other Darwin-skeptics) am Jewish and had close friends impacted by the Holocaust, his comparison was not just fallacious, but out-of-line. I mentioned that even more scientists would come out of the closet to express their doubts about evolution were it not for the intolerance in the scientific community towards dissent from Darwinism. His reply was to twist my position into allegedly arguing that scientists don’t really believe in evolution, they’re just forced to pledge allegiance to it due to pressure.

I replied that this was not at all what I was saying, because of course a great many scientists harbor purely bona fide scientific support for evolution. My point was that were it not for the climate of intolerance, we’d see far more doubters and skeptics breaking their silence. However, in the final story, Garfield apparently sliced and diced my response so that it sounded like I affirmed his assertion that any “consensus” over evolution is the result of intimidation, when that is not at all how I responded to his question and false characterization of my views.

The article goes to explain how NPR cited a well-known critic Ken Miller of intelligent as an authority on intelligent design, despite the fact that he elementary errors on obvious details about the ID research program. I recommend reading the entire article, as it explains a lot about leftism and their propensity for group-think, censorship and fascism.

When he isn’t misleading his readers about historical facts, even Richard Dawkins allows that the first living system may have been intelligently designed by aliens. But those aliens must have evolved. How does Dawkins know that? Even without looking at the evidence, they must evolved, because of Dawkins’ anti-science faith in materialism. Evidence is irrelevant once you pre-suppose materialism, on faith.

So how did the Darwinists win then?

The same way that they’ve been winning on global warming alarmism. By avoiding a fair, open debate on the merits!

First, by intimidation, censorship and ridicule of anyone who opposes them. To say that their treatment of skeptics is like McCarthyism would be a tremendous insult to McCarthy. These are fact-averse fideistic fascists, plain and simple. If they had the evidence, they wouldn’t be firing peope left, right and center in the academy – they would be welcoming public debates.

Consider the case of Caroline Crocker. Here is video clip 1 of 6:

Second, by deliberate deception. Jonathan Wells’ book “Icons of Evolution”, showed multiple serious inaccuracies in the way that Darwinism is presented in textbooks. To take just one, the images of Haeckel’s embryos used in textbooks are fraudulent and have known to be so for decades! And this fraud is debunked in the highest research journals, like Science and Nature.

Consider this one example from Science: (Science 5 September 1997: Vol. 277. no. 5331, p. 1435)

[Abstract:] Using modern techniques, a British researcher has photographed embryos like those pictured in the famous, century-old drawings by Ernst Haeckel–proving that Haeckel’s images were falsified. Haeckel once admitted to his peers that he doctored the drawings, but that confession was forgotten.

Third, by judicial activism. Since Darwinists cannot win a debate on the evidence, in the public square, the next best thing is to win by judicial fiat. Judges typically have no relevant qualifications, either in science or in philosophy of science. They can also be intimidated by peer-pressure to conform to the opinions of the elite, regardless of the evidence.

Conclusion

The reason why critical evaluation of Darwinism is not permitted in the public square by Darwinists is because they would lose the debate. I will be posting a few of the debates that have occurred between faith-based Darwinists and their fact-based critics later in the week, and you will be able to see how well their case for naturalistic evolution holds up.

Further study

Here are posts on cosmological argument and the fine-tuning argument.

UPDATE: How well do Darwinists do in debates: Michael Shermer vs Steven Meyer.

Victory for academic freedom in Texas School Board hearings

“Teach the Controversy” is now the law in Texas. This is a huge win, because the science standards in Texas will influence the science standards of other states, since Texas dominates the science textbook market.

Here’s a brief excerpt about the decision from Evolution News:

Today, the Texas Board of Education chose science over dogma and adopted science standards improving on the old “strengths and weaknesses” language by requiring students to “critique” and examine “all sides of scientific evidence.” In addition, the Board—for the first time— specifically required high school students to “analyze and evaluate” the evidence for major evolutionary concepts such as common ancestry, natural selection, and mutations.

The new science standards mark a significant victory for scientists and educators in favor of teaching the scientific evidence for and against evolution.

…The science standards approved today by the Texas State Board of Education include language requiring students to “analyze, evaluate and critique scientific explanations…including examining all sides of scientific evidence… so as to encourage critical thinking by the student.” Equally important, the high school biology standards now require students to “analyze and evaluate” the scientific evidence for key parts of evolutionary theory, including common ancestry, natural selection, and mutations.

More here at the Evolution News blog:

UPDATE: Discovery Institute Fellow John West has a piece in the Washington Post.

Hong Kong debates evolution curriculum

According to the Nature News, Hong Kong is debating whether to support academic freedom in their schools on controversial areas of science.

Hong Kong is in the middle of reforming its school system, and the Education Bureau has issued a series of guidelines for all levels of education to go into effect in September 2009.

The guidelines were prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

The change affects the teaching of biology at the secondary level. A section of the proposed curriculum guidelines on ‘Genetics and Evolution’ states the following:

In addition to Darwin’s theory, students are encouraged to explore other explanations for evolution and the origins of life, to help illustrate the dynamic nature of scientific knowledge.

Opponents of “teaching the controversy” are ducking debates with the other side:

There has been heated debate in the Hong Kong media since. On 13 February, the radio series Backchat broadcast a programme on ‘Creationism versus Evolution’. Kwok, dean of the science faculty at the university, backed out of the programme when he found it had been changed to a debate format at the last minute, noting that he is not a specialist in evolution and thus cannot counter detailed arguments regarding evolution versus creation.

Professors who want to teach the evidence for and against naturalistic theories are having to dodge academic censors:

Chris Beling, a solid-state physicist and associate professor in the University of Hong Kong department of physics, debated with two other panellists and took the opportunity to mildly criticize the science faculty for refusing his request to continue a course on the origin of the Universe that included a section on intelligent-design thinking. Instead, he has met in private with students to discuss intelligent design.

Keep in mind that Nature News is biased in favor of naturalism and therefore must defend the position that scientific inquiry can never implicate an intelligence.

In other words, their opinion has been set by their philosophical assumption of naturalism, and experiments and observations cannot overturn their a priori commitment to naturalism.

(H/T: Telic Thoughts)