Author: Seth Cooper
After Court Ruling, Students Can STILL Think Critically
The rather confusing “[e]volution is a theory, not a fact, regarding the origin of living things” language proved a primary component in the undoing of the textbook sticker at issue in Selman v. Cobb County School District — decided yesterday in an opinion handed down by U.S. District Court Judge Clarence Cooper. Pessimism about the outcome peppered my previous post about this case (see here, where you can also find the sticker’s text). Yet, a genuine understanding of the case requires attention to the details of the Judge’s opinion, and it is important to keep in mind some of the most positive aspects of the ruling. (Important critiques of portions of the Judge’s opinion will follow in a subsequent posting, Read More ›
Will ACLU Science Censorship Efforts Succeed in Court?
With nearly two months since closing arguments in Selman vs. Cobb County School District (North Atlanta, GA), the public awaits the decision of United States District Judge Clarence Cooper. At issue in the case is the school board’s adoption of the following sticker (drafted by the school district’s attorney): This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered. This seemingly innocuous, lawyer-drafted disclaimer may not be a satisfying statement about the scientific controversy over biological evolution and the chemical origin-of-life from a technical standpoint, yet it is bizarre to think that the sticker would amount to Read More ›
Darwin-Only Lobby Still Relying on Religion to Push Theory
The Oakland-based NCSE has a recent online article about the Grantsburg, Wisconsin, School Board’s revised policy on the teaching of evolution. CSC’s press release on the Grantsburg policy is located here.) The policy states: Students are expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information. Students shall be able to explain the scientific strengths and weaknesses of evolutionary theory. This policy does not call for the teaching of creationism or intelligent design. The Grantsburg Board acted wisely in adopting a policy based in part on language from an existing Texas education standard. The policy is carefully crafted so as to keep the focus upon the scientific Read More ›
ACLU Off its Rocker in Attacks on Intelligent Design
The ACLU has embarrassed itself (again) concerning the scientific controversy over chemical and biological evolutionary theories, as Pennsylvania ACLU lawyer Witold Walczak has now compared skeptics of neo-Darwinian evolutionary theory to Holocuast deniers. (See my earlier blog on this here.) In an Associated Press story from January 5 (found here), Walczak stated: The parallel I would draw would be, if a social-studies teacher teaching World War II would talk about the Holocaust and make a statement – just a couple paragraphs – that there are gaps in the historical records of the Holocaust, and you should know an alternative theory that the Holocaust never happened. That the ACLU now finds itself trivializing the horrors of the Holocaust for some sort Read More ›
AP Reporter Misses Some Small Facts, Misconstrues A Big Theory
When a news reporter doesn’t bother to accurately and fairly report the small issues, is it any wonder when they fail to accurately and fairly report the big issues? Take the recent, un-credited article by an AP reporter entitled “Lawmakers draft bills to address debate over evolution,” concerning two legislative proposals in the state of Montana concerning the teaching of evolutionary theory in their public schools. AP REPORTER’S PROBLEMS WITH THE FACTS ON DARBY The AP reporter discusses two legislators from Big Sky Country who are considering two very different legislative approaches to the issue. According to the AP reporter, these respective proposals were “driven by curriculum changes in Darby schools earlier this year that mandates the discussion of ‘intelligent Read More ›