A recent article here by Wesley J. Smith highlighted how mainstream science seeks to stifle opposition instead of encouraging open and honest debate. The article reminded me of a recent experience I had involving the Board of Directors of the National Association of Biology Teachers (NABT).

Nothing Unscientific About Design

When I attended the annual conference of the NABT in November 2023, I met Amanda Townley, the president-elect of the NABT. During our conversation I mentioned I had a proposal for amending the NABT Position Statement on Teaching Evolution and I asked her what was the procedure for proposing an amendment to a Position Statement. She asked what it concerned and I said it was a clarification that there is nothing unscientific about a theory of design, including in the field of biology. She said only members of the Board of Directors could propose Position Statements or amendments thereto, but she said she would be willing to present my proposal at an upcoming meeting of the Board. She asked me to send her an explanation of the proposal. The explanation I sent to her is set forth below.

Proposal by Herman B. Bouma for Amending NABT Position Statement on Teaching Evolution

I highly recommend that the NABT Position Statement on Teaching Evolution be amended to make clear that there is nothing inherently unscientific about a theory of design, including in the field of biology.

Suppose an American geologist went to England to study its rock formations and happened to come upon Stonehenge. As a scientist, is he precluded from theorizing that Stonehenge is the result of design? If he cannot refer to design, then he might come up with a theory that Stonehenge is the result of a volcanic eruption or the result of deposition by an ancient river. Those are certainly theories, but not very good ones. 

As a scientist, the geologist might have a predilection to explain Stonehenge in terms of natural processes. However, given what he knows about natural processes and given the layout of the stones in Stonehenge, and realizing science should not rule out any logical possibility, he would rightly conclude that design is the best explanation.

Many well-known scientists have had no problem theorizing about design in biology:

1. Darwin himself theorized that the first forms of life (at most, 8-10 forms) were the result of design;
2. Alfred Russel Wallace, who came up with a theory of natural selection at the same time as Darwin, later abandoned that theory and instead subscribed to a theory of design;
3. Louis Agassiz, a leading naturalist at Harvard University and “the father of the American scientific tradition,” opposed Darwin’s theory of natural selection and subscribed to a theory of design;
4. Even Richard Dawkins, the evolutionary atheist, has theorized that DNA might be the result of design (by space aliens);
5. Dr. Sudip Parikh, the CEO of the American Association for the Advancement of Science, addressed the concept of design when he spoke at the National Press Club on April 5, 2021. A questioner noted that Darwin himself theorized that the very first forms of life were the result of design and asked Dr. Parikh if theorizing about design in nature is unscientific. Instead of stating that it is unscientific, he said we should be teaching our students to follow the evidence, “wherever that evidence takes them.”

Of course, if a theory of design is presented in a science classroom of a public school in the United States, then, given the separation of church and state required by the First Amendment to the U.S. Constitution, the theory cannot identify the designer with any particular religion.

Acknowledging that there is nothing unscientific about a theory of design in biology would go a long way toward restoring trust in science, which is now seen by many as ignoring the obvious (design).

In an email to me on February 8, 2024, Ms. Townley (now the president of the NABT) informed me that she presented my proposal for amending the NABT Position Statement on Teaching Evolution at the January 2024 meeting of the Board of Directors. She said, “The board heard the proposal and voted to decline the amendment.”

I replied, “Could the Board give me its reasons for declining the amendment? In particular, could it respond to the arguments set forth in my statement supporting the proposal? That would be much appreciated.”

She replied, “The board declined discussion of the amendment and unanimously declined to amend the statement, therefore there are no counter arguments available to share.”

No Debate, Please; We’re Biology Teachers

In an email on February 9, 2024, I replied that I was “very disappointed the Board wasn’t interested in engaging in a healthy debate on the issue of design, especially since Louis Agassiz and Charles Darwin thought there was nothing unscientific about it.” I stated that scientists and science teachers should be interested in promoting debate, not stifling it. I also noted, “If the NABT is sincerely interested in promoting diversity, equity, and inclusion, it should promote the inclusion of those who share the perspective of Louis Agassiz and Charles Darwin, i.e., that design is a legitimate scientific concept.”

In an email to Ms. Townley on February 22, 2024, I again expressed my disappointment that the Board did not give any reasons for its rejection of my proposal and stated that “I would find it very helpful if you, or someone else at the NCSE [National Center for Science Education], could prepare for me a brief response to the arguments I presented in my proposal.” (I should note that, in addition to being the new president of the NABT, Ms. Townley is now also the new executive director of the NCSE.)

In a response the same day, Ms. Townley thanked me for my email but stated, “As noted previously, the Board deemed that the matter did not warrant discussion or debate and unanimously declined discussion. Your disappointment at that outcome is noted, however, no further discussion or argumentation will be provided.” Like the Board, neither she nor the NCSE had any interest in discussing or debating the question of whether design is a legitimate scientific concept in the field of biology.

It is clear that one way mainstream science seeks to stifle opposition is by simply refusing to discuss or debate opposing views.