Mark Farmer’s Evolving Explanations

Mark Farmer has responded to Larry Caldwell’s original post about Farmer’s e-mails to Quality Science Education for All. Readers can decide for themselves whether Farmer’s explanation of what he wrote fits the tone of his original e-mails to Caldwell where Caldwell reported that Farmer enthusiastically asked: “Specifically I would like to know whether or not you support the word of our Lord and Savior Jesus Christ being taught in our public schools. This is an issue I feel very strongly about and would need to know your position before making a decision to financially support QSEA.” Caldwell responded saying: Thank you for posting Mark Farmer’s response to my blog post. Farmer’s response is full of contradictions that might be amusing Read More ›

Language of Ouachita Parish’s New Academic Freedom Policy

As noted here, Ouachita Parish around Monroe, Louisiana recently passed a policy on academic freedom for teaching controversial scientific subjects. Here is the text of Ouachita Parish’s new resolution on academic freedom as well as their new their curricular policy: From Ouachita Parish Science Curriculum Policy Adopted November 29, 2006 RESOLUTION ON TEACHER ACADEMIC FREEDOM TO TEACH SCIENTIFIC EVIDENCE REGARDING CONTROVERSIAL SCIENTIFIC SUBJECTS: WHEREAS, the Louisiana Constitution declares that among the legitimate ends of government is “to promote the …education … of the people….” (1), and; WHEREAS, Congress in 2001 declared that “Where topics are taught that may generate controversy (such as biological evolution), the curriculum should help students to understand the full range of scientific views that exist, Read More ›

Local Louisiana School Board Praised for Adopting Policy to Protect Teachers

Monroe, LA — The Ouachita Parish School Board in Louisiana drew praise this week for adopting a Resolution on Teacher Academic Freedom to Teach Scientific Evidence Regarding Controversial Scientific Subjects. The policy states in part that “teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories pertinent to the course being taught.” “We’re very happy to see them take a stand protecting the academic freedom of teachers to answer student questions and discuss scientific issues in the classroom,” said Casey Luskin, an attorney and education policy specialist with Discovery Institute’s Center for Science and Culture. “Teachers are the real winners in this case because they Read More ›

Junk DNA and Science-Stopping

Over the years, many (though not all) Darwinists have stated that non-coding DNA is not worth exploring because it is thought to be mere evolutionary junk. In 2003, Scientific American explained that “the introns within genes and the long stretches of intergenic DNA between genes, Mattick says, ‘were immediately assumed to be evolutionary junk.’” John S. Mattick, director of the Institute for Molecular Bioscience at the University of Queensland in Brisbane, Australia was then quoted saying this might have been “one of the biggest mistakes in the history of molecular biology.” (Wayt T. Gibbs, “The Unseen Genome: Gems Among the Junk,” Scientific American (Nov. 2003), emphasis added) Of course known functionality for non-coding DNA now goes far beyond intronic DNA. Read More ›

British Writer Sees Darwinism as “Enormous Elephant Panicking Over the Presence of a Mouse”

Some of the recent reporting on the evolution debate in the UK has been less than accurate. Looks like we’re not the only ones to notice. Peter Hitchens had an insightful op-ed in The Mail last Sunday looking at why it is that some many in Britian are up in arms about the possiblity of schools teaching criticisms of Darwin as well as the argument for intelligent design. He rightly points out that proponents of ID are, for the most part, misrepresented in recent reporting. For what I noticed (as I have also observed over the global warming controversy) is that the people on one side of this dispute tend to misrepresent the other side. Rational scientists who are doubtful Read More ›