Alvin Plantinga, one of the world’s leading philosophers, asks: Suppose I claim all Democrats belong in jail. One might ask: Could I advance the discussion by just defining the word “Democrat” to mean “convicted felon”? If you defined “Republican” to mean “unmitigated scoundrel,” should Republicans everywhere hang their heads in shame? What’s his point? Ultimately, that while Judge Jones gave two arguments for concluding that ID is not science (in the Dover trial), neither argument is sound. The full article is here at Science and Theology News.
A recent story by Richard Monastersky in the Chronicle of Higher Education presents a decidedly biased take on the growing scientific controversy surrounding neo-Darwinian theory and the chemical origin of life. But the article goes beyond editorializing to clear misrepresentation in describing the evolution policy adopted by the Grantsburg (WI) School Board in late 2004. According to the Chronicle’s alternate reality, one Michael Zimmerman (a Dean at the University of Wisconsin at Oshkosh) was drawn into the “fight” surrounding the teaching evolution “when he learned that the town of Grantsburg, Wis., passed a law in 2004 restricting the teaching of evolution.” In reality, the town of Grantsburg NEVER passed any kind of city ordinance, regulation or law on the subject Read More ›
This just in, the South Carolina Board of Education has rejected new science standards language that would have called for students to critically analyze evolution in their biology classes. According to the Charlotte Observer: The primary change the EOC had asked for was to add the words in italics to the standard governing the teaching of evolution: “The student will demonstrate an understanding of biological evolution and the diversity of life by using data from a variety of scientific sources to investigate and critically analyze aspects of evolutionary theory.” Apparently, even modest language like this was opposed by the Darwinian education establishment. Where the South Carolina debate over how to teach evolution is headed now is somewhat unclear, but it Read More ›
Chris Dixon, reporter at the Post and Courier in Charleston, South Carolina gets a hearty thank you from me for his recent reporting on the debate over how to teach evolution. This is in start contrast to the reporting from The State newspaper, which has steadfastly conflated intelligent design with critical analysis of evolution. In fact, The State newspaper reporter Bill Robinson has waged a one-man confusion crusade to make sure that his readers are completely misinformed about what it is that the state board of education is considering in regards to how evolution should be taught in South Carolina. (see here and here) I am especially encouraged to see that Dixon allows proponents of intelligent design to actually define Read More ›
A new nationwide poll by Zogby International shows that 69 percent of Americans support public school teachers presenting both the evidence for Darwinian evolution, as well as the evidence against it. “This poll shows widespread support for the idea that when biology teachers teach Darwin’s theory of evolution they should present the scientific evidence that supports it as well as the evidence against it,” said Casey Luskin, program officer for public policy and legal affairs with Discovery Institute’s Center for Science and Culture. By more than two to one, voters say that biology teachers should teach Darwin’s theory of evolution, but also the scientific evidence against it. Approximately seven in ten (69%) side with this view. In contrast, one in Read More ›