Category: Free Speech
Academic Freedom Bill Introduced into New Mexico Legislature
New Mexico State Senator Steve Komadina has introduced a bill into the New Mexico Senate which would protect the academic freedom of teachers to discuss scientific strengths and weaknesses of evolution. The bill requires that the New Mexico Department of Education adopt rules to “give teachers the right and freedom, when a theory of biological origins is taught, to objectively inform students of scientific information relevant to the strengths and weaknesses of that theory and protect teachers from reassignment, termination, discipline or other discrimination for doing so.” The bill would not only protect teachers, but also students: it requires the adoption of rules to “encourage students to critically analyze scientific information, give them the right and freedom to reach their Read More ›
How Darwinist Myths Are Spread (Part II)
In Part I of this short response, I explained some false information about intelligent design promoted by George Kampis at East Tennessee State University. This second and final post will discuss the false information about both intelligent design arguments and Phillip Johnson that Kampis spread. Dr. Kampis’s view was summarized as: “Dr. Phillip Johnson, ID founder and longtime critic of Charles Darwin, rejects the concept of natural selection” There are many problems here. “Intelligent design” was founded by scientists, and the term was coined in its modern form by chemist Charles Thaxton in the mid-1980s, before Johnson got involved with the subject. Jonathan Witt’s The Origin of Intelligent Design: A brief history of the scientific theory of intelligent design gives Read More ›
A Response to Darwinist Defenders of Judge Jones’ Copying from the ACLU
Discovery Institute’s study, which found that 90.9 % of Judge Jones’ section on whether ID is science was copied essentially verbatim from the ACLU’s Proposed Findings of Fact and Conclusions of Law, provoked much discussion. As expected, most Darwinist defenders of Judge Jones swept some of the criticisms of judicial copying aside while engaging in harsh ad hominem attacks against us. I have already responded to some Darwinist defenses of Judge Jones. A few other Darwinists have continued to respond, and still they fail to rebut my legal arguments and misunderstand the type of normal analogical and policy legal reasoning I employed. I close this debate with a new response to such Darwinist critics available at: “Analogical Legal Reasoning and Read More ›
For Some Darwinists, Dialoguing over Scientific Challenges is “Off-Message”
Samuel Chen and William Dembski are discussing a talk given by Donald Wise at the Geological Society for America conference in October, 2005, where Wise recommended that Darwinists use dysteleological arguments against ID rather than discussing science. Wise stated in his talk abstract that Darwinists contending against ID should not go “off-message with debates on origins of life” but should “pound simple themes of obvious design failures.” Basically, Wise recommended that they avoid discussing relevant scientific questions and instead raise fallacious and irrelevant theological objections to ID, which have nothing to do with ID and to which religions have had answers for millennia. But then again, Wise was not interested in addressing the scientific issues, as his talk’s abstract suggested, Read More ›
Law Review Article Agrees That Judge Jones Went Too Far
A student note in Rutgers Journal of Law & Religion agrees that Judge Jones overextended the judicial arm when he decided on the question of whether ID is science. Observing that Judge Jones correctly found that the Dover School Board members had religious motives, Philip A. Italiano then explains that the ruling should have stopped its analysis there and not extended into broad questions about the definition of science. Italiano recognizes that the Kitzmiller facts did not present the appropriate case in which to decide whether ID is science: Perhaps there theoretically could exist a factual scenario in which the motives of those who write intelligent design into a public school science curriculum are nonreligious, and in which the only Read More ›