Ever notice that some older people sleep less and sometimes more fitfully than younger people? Sure you did.
The NAS has gone fundamentally off-message. It will be time soon for a new booklet reemphasizing the party line.
Let’s take the definition of “theory” given by ID’s most eminent scientific critics, and if ID meets that definition then there’s a good bet ID may properly be considered a scientific theory.
“Joni shed a tear as ‘Billy’ flew away. I have to admit that I got a little misty-eyed. I never imagined I could become emotionally attached to an insect.”
The National Academy of Sciences (NAS) is drafting a “Conceptual Framework for New Science Education Standards” which contains guidelines and standards on how to teach evolution. As we’ve noted before here on ENV, science education authorities often laud the importance of using critical thinking when teaching science, but then they completely ignore or eschew such educational approaches when it comes to teaching evolution. They single out evolution as the topic where scientific critique or critical analysis is carefully avoided. The NAS’s public preliminary draft “Framework for Science Education” (warning: large 6.8 Mb PDF file) uses exactly this approach. Having perused the proposed draft framework and found some dogmatic statements about evolution, a few noteworthy points emerge. While some of the Read More ›