Leon Wieseltier, literary editor of The New Republic, takes apart Daniel C. Dennett’s new book, “Breaking the Spell,” in Saturday’s New York Times in a way that one wishes the Times’ own editors–and other editors in the MSM–would examine. In the very first line of his trenchant review, Wieseltier reminds–or perhaps informs–the reader that “The question of the place of science in human life is not a scientific question. It is a philosophical question.” The attempt to self-define science, as Dennett does, of course, is to turn science into scientism. And scientism (or materialism) is the issue that Darwinists and their media fans are resolutely avoiding in public policy discourse. Dennett’s books serves as a “sorry instance of present-day scientism,” Read More ›
It’s no secret that critics of intelligent design desperately want to link design theory with religion. The critics know how guilt-by-association will make it much easier to simply ignore and marginalize the actual arguments. A recent AP article in the Hawk Eye about the treatment of Guillermo Gonzalez at Iowa State University highlights two common variants of this guilt-by-religion fallacy. Gonzalez is a Senior Fellow at the Discovery Institute and co-author of book, The Privileged Planet. The AP article highlighted how Gonzalez has been treated with hostility by fellow Iowa State University professors since he became involved with intelligent design. The article presents a good example of the fallacy of characterizing intelligent design as merely religious.
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 ›