By a 10-to-5 margin, the Texas State Board of Education (SBOE) just told liberals to stop “messing” with social studies textbooks.
For years, liberals have imposed their revisionist history on our nation’s public school students, expunging important facts and historic figures while loading the textbooks with liberal propaganda, distortions and cliches. It’s easy to get a quick lesson in the virulent leftwing bias by checking the index and noting how textbooks treat President Ronald Reagan and Senator Joseph McCarthy.
When parents object to leftwing inclusions and omissions, claiming they should have something to say about what their own children are being taught and how their taxpayers’ money is spent, they are usually vilified as “book burners” and belittled as uneducated primitives who should allow the “experts” to decide. The self-identified “experts” are alumni of liberal teachers colleges and/or members of a leftwing teachers union.
In most states, the liberal education establishment enjoys total control over the state’s board of education, department of education, and curriculum committees. Texas is different; the Texas State Board of Education is elected, and the people (even including parents!) have a voice.
Texas is uniquely important in textbook content because the state of Texas is the largest single purchaser of textbooks. Publishers can hardly afford to print different versions for other states, so Texas curriculum standards have nationwide influence.
So what are some of the changes? Are they positive?
The review of social studies curriculum (covering U.S. Government, American History, World History and Economics) comes up every ten years, and 2010 is one of those years. The unelected education “experts” proposed their history revisions such as eliminating Independence Day, Christopher Columbus, Thomas Edison, Daniel Boone and Neil Armstrong, and replacing Christmas with Diwali.
After a public outcry, the SBOE responded with common-sense improvements. Thomas Edison, the world’s greatest inventor, will be again included in the narrative of American History.
[…]The SBOE specified that teaching about the Bill of Rights should include a reference to the right to keep and bear arms. Some school curricula pretend the Second Amendment doesn’t exist.
[…]Texas curriculum standards will henceforth accurately describe the U.S. government as a “constitutional republic” rather than as a democracy. The secularists tried to remove reference to the religious basis for the founding of America, but that was voted down.
[…]Discussions of economics will not be limited to the theories of Karl Marx, John Maynard Keynes, and Adam Smith. Textbooks must also include Milton Friedman and Friedrich von Hayek, two champions of free-market theory.
History textbooks will now be required to cover the “unintended consequences” of Great Society legislation, affirmative action, and Title IX legislation.
This is the only article I found that had actual details of the changes. The rest were just left-wing posturing and vague accusations. But that’s the left-wing media, I guess.
I still haven’t given up on my dream of living in Texas, and this is just one more reason why. I could actually send my (future) kids to public schools in Texas!
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.
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.
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.
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.
[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.
“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.