“Should public schools censor scientific evidence just because it challenges Darwin’s theory of evolution?” asks Robert Crowther, director of communications for Discovery Institute a non-partisan public policy center. “Of course not. Teachers should present all the scientific evidence, including both the strengths and weaknesses of evolutionary theory, and this is exactly what the Kansas state science standards call for.” At the behest of Kansas teachers and parents the Discovery Institute in July will launch the www.standupforscience.com website to help defend Kansas’ science standards. At the website people who support teaching both the scientific strengths and weaknesses of evolution will be able to sign a petition supporting the state’s science standards.
There is a concerted effort underway in Kansas to censor science and undermine the strong science standards adopted there last year. In 2005 the Kansas state board of education (KSBOE) courageously voted to adopt science standards that require students to learn all about evolution, including both the scientific evidence and for and against the theory. That’s it. The Board didn’t require any alternative theories be taught, just the evidence for and against Darwinian evolution. However there are a number of groups both inside and outside of Kansas that are seeking to stifle discussion in Kansas classrooms of anything critical of Darwinian evolution. Chief among them is “Kansas Citizens for Science” (KCFS). Not content with simply complaining about the Kansas science Read More ›
Yesterday, Cornelius Hunter critiqued at IDtheFuture some of Brown University biologist Kenneth R. Miller’s theologically-charged arguments for evolution during the Kitzmiller trial. Miller is a widely promoted theistic evolutionist, and thus served as the plaintiffs leadoff expert witness for biology, evolution, and theistic evolutionism during the Kitzmiller trial. Judge Jones apparently found Miller’s existence so compelling that the Judge ruled that evolution and “belief in the existence of a supreme being” are compatible, and ruled that any belief otherwise is “utterly false.” Yet significant portions of Miller’s testimony about the anti-religious descriptions of evolution contained in his textbooks were factually challenged (i.e. wrong). On the second day of the Kitzmiller trial, Miller was confronted about theologically charged statements about evolution Read More ›
Pete Chadwell, a graphic artist in Bend, Oregon understands what so many Darwinists don’t: students are being short changed in their science education when they learn only half the story about evolution. Teaching students both the scientific strengths and weaknesses is good education, good science, and good for students. Darwin himself would support this approach to teaching evolution. As Darwin wrote in the Origin of Species, “A fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.” And as science teacher John Scopes said some 80 or so years ago, “If you limit a teacher to only one side of anything, the whole country will eventually have only one Read More ›
Discovery senior fellow, technology guru and conservative economist George Gilder has a major essay in the new issue of National Review, titled “Evolution and Me: Darwinian Theory has Become an All-Purpose Obstacle to Thought Rather than an Enabler of Scientific Advance.” (subscription required) Gilder’s piece offers a unique and fresh perspective on the issue of materialism vs. design and is a breakthrough description of the case against Darwinism and for intelligent design based largely on information theory and our understanding of information in the age of supercomputing and instant information delivery. It turns out that Darwin’s theory is especially vulnerable to the analysis of life from the hierarchical structure that Gilder says a 21st century understanding of modern physics, mathematics Read More ›