COLUMBUS, Ohio — February 15, 2006. Opponents of Ohio’s Critical Analysis of Evolution Lesson Plan convinced the Ohio State Board of Education (OSBE) yesterday to repeal both their benchmark requiring critical analysis of evolution and the approved lesson plan for teaching critical analysis of evolution. The Benchmark in Ohio’s Science Standards stated that students should “Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory.” It also acknowledged that “The intent of this benchmark does not mandate the teaching or testing of intelligent design.” By an 11-4 vote, the OSBE complied with the Darwinists who were urging the OSBE to repeal both the benchmark and the lesson plan. The 11 Board members who supported repealing the policy Read More ›
COLUMBUS, Ohio – February 15, 2006. Yesterday University of Akron biologist Dan Ely testified before the Ohio State Board of Education (OSBE) in favor of Ohio’s Critical Analysis of Evolution Lesson Plan. Addressing the OSBE after they had already repealed the lesson plan, Ely stated he was “dismayed how the board has caved in to outside lobbyists,” noting that “it’s amazing how much erroneous information is existing here.” Ely served on the science writing team that helped produce the Critical Analysis of Evolution Lesson Plan. Ely noted that this lesson does not have intelligent design. “I don’t see where any of you get intelligent design out of the lesson. I teach some intelligent design to our honor students at the Read More ›
COLUMBUS, Ohio — February 15. One Ohio citizen who supported the critical analysis benchmark to the Ohio State Board of Education yesterday was Katie Hess, a senior biology major at the Franciscan University of Steubenville, in Ohio. Hess, who graduated from Ohio public schools, now plans to become a high school biology teacher. She explained her desire to study science. “Part of my motivation to enter the sciences is from my love and openness to the world around us, and some observations of natural beauty that have filled me with an excitement and have left me with questions which have been explored coming to a great understanding of the world around us.” Hess then showed how asking these questions drives Read More ›
Epidemic Update: Thanks to an alert from a correspondent blogger, we report with great dismay that False Fear Syndrome has indeed struck Michigan. This corrects our previous report that False Fear Syndrome had skipped Michigan and gone straight from Ohio to Wisconsin. This confirms a cluster in the Great Lakes region. False Fear Syndrome occurs when some educator or policymaker proposes that students critically analyze scientific theories, such as evolution, but then various opponents raise False Fears that critical analysis will bring intelligent design into the classroom. Here is a description of this latest case: Representative Brian Palmer in Michigan has submitted an excellent bill requiring critical analysis of scientific theories in schools. The language apparently states: “The course content Read More ›
*Microevolution In Action*
“Similarities could easily be the result of “common design” rather than common descent—where a designer wanted to design organisms on a similar blueprint and thus used similar genes in both organisms. This doesn’t challenge ID.”
Read the rest at Evolution News & Views, www.evolutionnews.org.