There is a very disturbing affair going on at Ball State University that everyone needs to know about. The public university in Muncie, Indiana, has been under pressure from a rabid national atheist group and from atheist activist Jerry Coyne to discipline an assistant physics professor for teaching about intelligent design. Coyne and the Freedom from Religion Foundation (FFRF) claim it’s a legal, constitutional matter, no less: teaching about ID violates the First Amendment! “It’s religion taught as science in a public university, and it’s not only wrong but illegal,” writes Coyne. “This will now go to the lawyers.”
Ball State has announced it will indeed scrutinize the situation. FFRF staff attorney Andrew L. Seidel complained in a legally vacuous letter to Ball State president Jo Ann Gora. Amazingly, the university responded with this ominous public statement:
The university received a complaint from a third party late yesterday afternoon about content in a specific course offered at Ball State. We take academic rigor and academic integrity very seriously. Having just received these concerns, it is impossible to comment on them at this point. We will explore in depth the issues and concerns raised and take the appropriate actions through our established processes and procedures.
Being the subject of such controversy, with your employer issuing public statements about how higher ups will be “explor[ing] concerns” about your “academic rigor” and “integrity,” is obviously the last thing an academic in Eric Hedin’s shoes wants. It’s enough to make the blood drain from your face.
Stephen C. Meyer is director of the Discovery Institute’s Center for Science and Culture (CSC) and a founder both of the intelligent design movement and of the CSC, intelligent design’s primary intellectual and scientific headquarters. Dr. Meyer is a Cambridge University-trained philosopher of science, the author of peer-reviewed publications in technical, scientific, philosophical and other books and journals. His signal contribution to ID theory is given most fully in Signature in the Cell: DNA and the Evidence for Intelligent Design, published by HarperOne in June 2009.
Graduating from Whitworth College in Spokane, Washington, in 1981 with a degree in physics and earth science, he later became a geophysicist with Atlantic Richfield Company (ARCO) in Dallas, Texas. From 1981 to 1985, he worked for ARCO in digital signal processing and seismic survey interpretation. As a Rotary International Scholar, he received his training in the history and philosophy of science at Cambridge University, earning a PhD in 1991. His thesis offered a methodological interpretation of origin-of-life research.
Peter D. Ward, Ph.D., is a paleontologist and professor in the Departments of Geology and Biology at the University of Washington in Seattle. He also serves as an adjunct professor of zoology and astronomy. His research specialties include the Cretaceous–Tertiary extinction event and mass extinctions generally. His books include the best-selling “Rare Earth: Why Complex Life Is Uncommon in the Universe” (co-author Donald Brownlee, 2000), “Under a Green Sky: Global Warming, the Mass Extinctions of the Past, and What They Can Tell Us About Our Future” (2007), and “The Medea Hypothesis: Is Life on Earth Ultimately Self-Destructive?” (2009).
The debate
Here’s the video of the debate:
The debate itself starts at around 8:19, after all the moderators have spoken.
There is a review of this debate here on Evolution News, and I include a snip to encourage you to watch it:
Last night, the Seattle Times Talk of the Times at Town Hall Seattle featured a debate over evolution and intelligent design between CSC Director Stephen Meyer and US paleontologist Peter Ward. The event was sold out with 800+ in attendance for what turned out to be a really good debate.
[…]The debate last night was almost ALL about science–from gene sequencing, to nanotechnology, to the Cambrian explosion, to the philosophy of science that decides how to define the terms in the first place. Both scientists are experts in their fields and the audience was eager to hear what they had to say. No matter how much Darwinists claim there is no debate, and that intelligent design somehow kills curiousity, you can’t argue with hundreds of people showing up to eagerly hear what both sides have to say about the issue. Clearly they were curious about the debate that doesn’t exist.
That article also includes a blow-by-blow summary by a person sympathetic to ID who attended the debate. This is probably the best debate on intelligent design out there, and it was only recently uploaded to Youtube in September last year. When I watch a great debate like this, it really makes me hope that we who do believe that life is designed are raising up the next generation of scientists who ask questions, and don’t assume this philosophical assumption of naturalism. Do the science first. Don’t assume anything religious. Don’t let the religion of naturalism determine what science can and cannot discover. That’s the burden of our side, anyway.
And now a surprise! There is actually a transcript of this debate that I found on the Discovery Institute web site. Isn’t it amazing that intelligent design has been out there for such a long time, yet almost no one can define it, and no one has ever seen a debate where both sides come out to debate it. You can download the audio here, but it’s 90 Mb.
Some people are complaining that allowing students and teachers to question and debate scientific theories will harm economic growth and raise unemployment.
One common piece of rhetoric being lobbed against academic freedom legislation is the claim that the bills would kill jobs and have a negative overall economic effect. An anti-academic freedom op-ed in The Tennessean stated that Tennessee’s academic freedom bill would have “adverse economic consequences for the state” and asked “What high-tech employer will want to open up shop in a state that allows ideology and prejudice to trump science education?”
If you actually read that op-ed, you will find that the authors make the following arguments against academic freedom:
scientific theories favored by the secular left should not be subject to falsification by scientific evidence
the only reason why some people oppose secular left ideologies like naturalism (e.g. – in the origin of life) and socialism (e.g – man-made global warming) is because of religious beliefs
some religious clergy accept ideologies like naturalism and socialism, so therefore everyone should have no problem with naturalistic speculations about the origin of life and doomsday predictions about catastrophic global warming – since there is no scientific reason to oppose these theories
scientific theories should be accepted or denied based on the pontifications of organizations like the AAAS or teacher associations, not on the basis of repeatable experiments and measurements
lawyers should be able to settle disputes about science using their ability to file lawsuits against school boards
although the new law explicitly forbids bringing religion into the classroom, it would bring religion into the classroom
environmental regulations, chevy volts on fire, green energy solyndra grants, cap and trade, drilling moratoriums, drilling permit delays and carbon taxes don’t hurt the economy, but allowing students and teachers to ask questions about scientific theories would hurt the economy
Now look at that last argument (#7). Is there any evidence to show that allowing academic freedom and free discussions about scientific theories and scientific evidence would hurt the economy and raise unemployment?
“The diversity and growth potential of Louisiana’s top projects in both high-tech and traditional manufacturing, as well as healthy total investments, overall job creation and innovative incentives made Louisiana a clear winner of our annual State of the Year Award,” said Business Facilities Editor-in-Chief Jack Rogers.
[…]To determine the winner, Business Facilities reviews each state’s top five projects in terms of overall investment and job creation. The magazine also evaluates the state’s execution of its economic development strategy, and the diversity and growth potential of its target industries.
“We were particularly impressed with the diversity of Louisiana’s strategy for developing high-growth sectors, including digital media, alternative energy, advanced manufacturing, and modular nuclear power plant components,” Rogers said.
The Business Facilities editor noted that Louisiana “has emerged unbowed from a series of disasters that would have brought less-determined locations to their knees — including a major hurricane, an oil spill and the national economic downturn — and charted a course for the future that positions the state to be a national leader for years to come.”
So despite a massive recession, manmade and natural disasters, and — most terrifying of all — an academic freedom law, Louisiana’s economy appears to be doing better than most all other states that don’t have academic freedom laws. It appears that in the experimental laboratory of the real world, the Darwin lobby’s claim that academic freedom bills harm the economy is resoundingly disproved.
To me, it seems intuitively true that students will be more interested in any topic where there are two sides presented fairly. No one likes to be preached at – it’s boring. I realize that some people who are lazy-brained ideologues will try to bypass a fair investigation of scientific disputes and just jump right to agreeing with their government-paid educators, but that’s not a good way of becoming educated. A better way to be educated is to consider the evidence for and against propositions, and not jump to believe whatever the people in authority say that you should believe in order to be considered “smart”. It’s better to really be smart rather than just to be told that you are smart because you agree with everyone.
WINTERY KNIGHT 