Antievolution legislation update–nine out of ten states have killed anti-science bills
This is an update of the post about antievolution legislation posted on 17 April, 2013.
The 2013 state legislature sessions are either coming to a conclusion or have adjourned. After a relatively unsuccessful 2012 in passing anti-science laws (with the notable exception of Tennessee’s Monkey Bill), the conservative Republicans seemed to have mostly failed to end real science teaching from our kids. The current forms of anti-science legislation attempt to allow teaching creationism (or more subtle forms, like intelligent design), usually combined with climate change denialism, and, strangely, anti-human cloning (which is not exactly a serious line of research today). But whatever the general anti-science bent of the legislation, it has always been clear that promoting creationism is the goal.
Creationism refers to the belief that the universe and everything in it were specially created by a god through magic, rather than a natural, scientifically explained, process. Creationism explicitly relies on the claim that there is a “purpose” to all creation known only to a creator. Without a doubt, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic principles of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
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Antievolution legislation update–two additional states consider anti-science bills
This is an update of the post about antievolution legislation posted on 17 March, 2013.
It’s a new year for the individual US state legislatures, and after a relatively unsuccessful 2012 in passing anti-science laws (with the notable exception of Tennessee’s Monkey Bill), the conservative Republicans are back trying to remove real science teaching from our kids. The anti-science legislation comes in the form of either teaching creationism (or more subtle forms, like intelligent design), usually combined with climate change denialism, and, strangely, anti-human cloning (which is not exactly a serious line of research today). But the goal is, and will probably always be, to teach creationism.
Creationism refers to the belief that the universe and everything in it were specially created by a god through magic, rather than natural, scientifically explained, means. Creationism implicitly relies on the claim that there is a “purpose” to all creation known only to the creator. In other words, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic principles of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
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Antievolution legislation update–Louisiana
In 2008, the Republican governor of Louisiana, Bobby Jindal, signed the Louisiana Science Education Act into law. The law contends that ”the teaching of some scientific subjects, such as biological evolution, the chemical origins of life, global warming, and human cloning, can cause controversy, and that some teachers may be unsure of the expectations concerning how they should present information on such subjects.” The law gives permission to Louisiana’s teachers to “help students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories pertinent to the course being taught.” OK, I understand, we need a state legislature to mandate that more critical thinking is necessary for evolution and global warming; and we don’t need any more critical thinking in other areas of science (sarcasm intended).
Though the law sounds like it would help teaching of science in the state, it really was nothing more than an attempt to get creationism (along with global warming denialism) taught in Louisiana’s public schools. Creationism refers to the belief that the universe and everything in it were specially created by a god through magical , rather than natural, scientifically explained, means. Creationism implicitly relies on the claim that there is a “purpose” to all creation known only to the creator. In other words, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic tenets of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
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Antievolution legislation update–now six states kill anti-science bills
This is an update of the original post about antievolution legislation from March 11, 2013.
It’s a new year for the individual US state legislatures, and after a relatively unsuccessful 2012 in passing anti-science laws (with the notable exception of Tennessee’s Monkey Bill), the conservative Republicans are back trying to remove real science teaching from our kids. The anti-science legislation comes in the form of either teaching creationism (or more subtle forms, like intelligent design), usually combined with climate change denialism, and, strangely, anti-human cloning (which is not exactly a serious line of research today). But the goal is, and will probably always be, to teach creationism.
Creationism refers to the belief that the universe and everything in it were specially created by a god through magic, rather than natural, scientifically explained, means. Creationism implicitly relies on the claim that there is a “purpose” to all creation known only to the creator. In other words, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic principles of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
(more…) «Antievolution legislation update–now six states…»
Antievolution legislation update–five states kill anti-science bills
This is an update of the original post about antievolution legislation from February 19, 2013.
It’s a new year for the individual US state legislatures, and after a relatively unsuccessful 2012 in passing anti-science laws (with the notable exception of Tennessee’s Monkey Bill), the conservative Republicans are back trying to remove real science teaching from our kids. The anti-science legislation comes in the form of either teaching creationism (or more subtle forms, like intelligent design), usually combined with climate change denialism, and, strangely, anti-human cloning (which is not exactly a serious line of research today). But the goal is, and will probably always be, to teach creationism.
Creationism refers to the belief that the universe and everything in it were specially created by a god through magic, rather than natural, scientifically explained, means. Creationism implicitly relies on the claim that there is a “purpose” to all creation known only to the creator. In other words, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic principles of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
(more…) «Antievolution legislation update–five states kill…»
Antievolution legislation updates–seven states attacking science
It’s a new year for the individual US state legislatures, and after a relatively unsuccessful 2012 in passing anti-science laws (with the notable exception of Tennessee’s Monkey Bill), the conservative Republicans are back trying to remove real science teaching from our kids. The anti-science legislation comes in the form of either teaching creationism (or more subtle forms, like intelligent design), usually combined with climate change denialism, and, strangely, anti-human cloning (which is not exactly a serious line of research today). But the goal is, and will probably always be, to teach creationism.
Creationism refers to the belief that the universe and everything in it were specially created by a god through magic, rather than natural, scientifically explained, means. Creationism implicitly relies on the claim that there is a “purpose” to all creation known only to the creator. In other words, creationism is a religious belief, and no matter what argument is made (and I could write 50,000 words on the topic), creationism is not science because it relies upon a supernatural being, which means it can never be falsified, one of the basic principles of the scientific method. The supporters of creationism attempt to claim that creationism is a scientific theory on the level of evolution, ignoring the fact that a scientific theory is ”a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” Creationism is generally based on a fictional book.
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New Orleans School Board bans creationism
Louisiana is at the frontline of the religious war on science and evolution. With its ironically named Louisiana Science Education Act, which allows the teaching of creationism and evolution in public schools, the state is attempting to circumvent the Establishment Clause of the First Amendment to the US Constitution, which prohibits state and federal governments from “establishing.”
Teaching creationism, which is solely based on religious beliefs that lack any scientific evidence, in public schools is definitely an attempt to establish a religion by the government. Court cases, such as Kitzmiller v. Dover Area School District and Edwards v. Aguillard are critical court decisions which have rejected teaching of creationism because it is a religious belief.
Well, one part of Louisiana understands the constitution and science. According to the National Center for Science Education, The Orleans Parish School Board, which controls the curriculum and teaching policies for schools in New Orleans, voted to ban the teaching of creationism as science. The new policy specifically bans teachers from including “any aspect of religious faith” in science courses and from using history textbooks adjusted to include Christianity (in reference to Texas textbook guidelines which use historical revisionism).
The actual wording of the the new policy is what all school boards should support:
No history textbook shall be approved which has been adjusted in accordance with the State of Texas revisionist guidelines nor shall any science textbook be approved which presents creationism or intelligent design as science or scientific theories.
Yes. Yes. And yes. Simple and to the point, and clearly stating what should be taught to children. If they want to learn about some false history based on religions, or anti-science beliefs, learn it at home. The public school should not enable it.
But there’s more:
No teacher of any discipline of science shall teach any aspect of religious faith as science or in a science class. No teacher of any discipline of science shall teach creationism or intelligent design in classes designated as science classes.
The outgoing President of the Orleans School Board, Thomas Robichaux, stated that “when this was done in Texas, all this talk was what massive influence would do in other states. We want to make sure kids are taught history that has been properly vetted by academics and prepared for their consumption…. I have no problem teaching [religion] in a religion or philosophy class, but the science class is not the appropriate place for it.”
Yes!
New Orleans is just one part (a big part) of Louisiana, so it’s a good step in the right direction. And the students in that district will benefit from this policy, because they can be researchers, scientists, doctors, or just educated with proper critical thinking skills.
Thanks New Orleans.
How science deniers use false equivalency to pretend there’s a debate
If you read a news article, Google a scientific topic, or watch TV, you’d think that some scientific principles were actually being debated by scientists. From listening to the screaming and yelling, you’t think that scientists aren’t sure about evolution, vaccines, global warming, and the age of the earth (or even the age of the universe). There are even those who think there’s a debate that HIV doesn’t cause AIDS.
Part of the problem is that the public falls for the false equivalency logical fallacy. They think that to be balanced, both sides of a scientific argument are equivalent in quality of opinion and evidence. But rarely is this true, especially in scientific principles that have been well-studied and supported by a massive amount of evidence.
Part of the problem is that some people think that science is unapproachable and too hard to comprehend. It isn’t. Now, that doesn’t mean it’s easy, because it shouldn’t be.
To become a world class architect and designing a skyscraper isn’t easy, but we, non-architects, can observe what we see, and accept that the building isn’t going to topple over in a hurricane. Do we presume to know how the foundation has to be built to support the building? Or what materials are used to give flexibility in a wind, but strong enough to not collapse? Mostly, we don’t, we trust that there isn’t a massive conspiracy to build unsafe skyscrapers because architects are being paid off by Big Concrete to use cheaper materials.
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Antievolution legislation updates–Indiana and Montana
With respect to evolution denying legislative activities, 2012 was a fairly good year for science. Of course, Tennessee passed the anti-science Monkey Bill, which encourage teachers to present the “scientific strengths and scientific weaknesses” of global warming and evolution. Of course, there is no “scientific weakness,” just political debates that have no scientific relevance. But states like Indiana (through a shrewd maneuver of a Democratic legislator), Oklahoma, Alabama, New Hampshire and Missouri failed to pass proposed antievolution legislation, mostly through parliamentary issues, but also in an up and down vote in New Hampshire.
With the conclusion of the recent Presidential election, newly formed state legislatures are planning their 2013 legislative programs. So that means right wing, anti-science legislators in more conservative states are going to once again push evolution-denying legislation.
In Montana, state Representative Clayton Fiscus (Republican) is going to introduce a bill that will require the teaching of “intelligent design“, a form of creationism. This requirement would be in conflict with the 2005 Kitzmiller v. Dover Area School District, where plaintiffs successfully argued that intelligent design is a form of creationism, and that the Dover school board policy violated the Establishment Clause of the First Amendment to the United States Constitution. The losing lawsuit against the Dover school district cost them over $1 million, money which could have been used for purposes such as teaching children real science. I can only conjecture whether the bill will include funding for school districts that implement this potential requirement to defend against the inevitable constitutional lawsuits.
Similarly, in Indiana, state senator Dennis Kruse (Republican) has told a newspaper that he plans to introduce a bill essentially written by the Discovery Institute (a non-profit religious “think tank” famous for its attempts at getting intelligent design taught in American schools). His bill will be similar to the aforementioned Monkey Bill in Tennessee and another one that was passed in Louisiana in 2008, the misleadingly named Louisiana Science Education Act.
I can only hope that as happened last year, either the state legislatures decide that the view of the American electorate has moved on from this anti-science viewpoint, or they just decide there are more important issues on the docket.
GMO opponents are the global warming denialists of the left
Scientific denialism (also known as pseudoskepticism) is the culture of denying an established scientific theory, law or fact despite overwhelming evidence, and usually for motives of convenience. Sometimes those motives are to create political gain for their supporters.
Two of the most annoying denier viewpoints are the darlings of the right wing: evolution denialism and global warming denialism. The former is more commonly known as creationism and is mostly an American phenomenon, though it is known in other countries. In the US, creationism is a fundamental part of the Republican Party strategy across the country. The latter is sometimes mistakenly called global warming skepticism, because “skeptic” was stolen by the pseudoskeptics, but plainly is a right-wing belief across the world, often intersecting closely with the evolution deniers. In fact, much of the anti-evolution legislation pushed by Republican legislatures in the United States has an anti-global warming component.
Global warming or evolution is supported by a massive mountain of scientific evidence. Both are theories that are “ well-substantiated explanations of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.” As I have stated before, rhetoric and debate are not going to refute these theories. We demand scientific data, produced in world class laboratories that have been published in top tier, high quality journals, subject to withering criticism. After time, they will either be accepted into the body of evidence or rejected. That’s how science works. It’s not a political debate where the person with the loudest voice wins.
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Vaccine denialists really hate Bill Gates–Part 2
A couple of weeks ago, I wrote about how one of the world’s leading sponsors of vaccine research and bringing healthcare (including vaccinations) to underdeveloped countries is the Bill & Melinda Gates Foundation. And how they are one of the leading targets of the vaccine denialists who use a bunch of outright lies to attack his good works.
These attacks remind me of Ernst’s Law, which states “If you are researching complementary and alternative medicine (CAM) and you are not hated by the CAM world, you’re not doing it right.” For vaccines, I guess we should we create a corollary of the law, “if you are supporting the safety and efficacy of vaccinations for children, and you are not hated by vaccine denialists, you’re not doing it right.” I’m not sure if we should call it Offit’s Law, named after Paul Offit, a tireless supporter of vaccines who has been the target of lies and hatred, or Gate’s Law, but the point is made.
So, the hatred against Bill Gates started up again against Bill Gates started up again last week. It came from a post by an anti-vaxxer by the name of Sayer Ji who wrote an article, Gates Foundation Funds Surveillance of Anti-Vaccine Groups. Ji’s a bit of strange one who has previously made a completely insane claim that vaccines “subvert evolution”, which was effectively ripped into tiny little pieces and incinerated by Orac a few months ago. Essentially, Ji brings out the Naturalistic Fallacy, uses the description of how the world “is” to infer how it “ought” to be, stating that someone we interfere with “evolution” through the use of vaccinations. Orac, takes him down by concluding:
Ji’s article is the naturalistic fallacy on megadoses of steroids. To him, science isn’t just subverting Nature (with a capital “N,” again!) but it’s producing vaccines that are allegedly going to permanently alter us to make us no longer “human.” Vaccine scientists and doctors are somehow “callous lack of regard for three billion years of evolution,” as though evolution could never be improved upon. What is medicine, after all, if not interfering with evolution. Antibiotics interfere with evolutionary selection in that they save lives that might otherwise have been lost, allowing reproduction that might never have happened. So does surgery, a whole host of medicines, and a number of other treatments. That’s the idea.
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Pseudoscience and vaccine denialism (updated)
We frequently use the term “pseudoscience” to describe the ideology of certain groups: antivaccinationists, evolution deniers (creationists), global warming deniers, HIV/AIDS denialism, and almost anything in the areas of parapsychology, alternative medicine, and sasquatch. The science denialists (broadly defined as any group who rejects the scientific consensus on any subject without valid scientific support) always seem to be insulted by the word “pseudoscience”, even though the name is given to them both as a pejorative, but also because its based on their non-scientific, but scientific-sounding method of providing information.
In fact, there are several hallmarks that indicate to most educated individuals as to what is or is not pseudoscience. Real science is a systematic and rational method to organize and analyze “knowledge” into testable explanations and predictions. Sometimes, it appears that the anti-science crowd believes that science is just a word, not a philosophy which is organized as the scientific method. It isn’t some magical system that only smart people in secret ivory towers practice. The scientific method is simply a set of logical steps:
- Formulate a question: Based on observations of the natural world. Maybe you notice that sky is blue, and you ask “why is the sky blue?” Or “how do I design a vaccine to encourage the immune system to prevent a virus from causing a disease?” Of course, the questions can become much more complex as we make more detailed observations of the our world.
- Hypothesis: An hypothesis is a conjecture, based on the knowledge obtained while formulating the question, that may explain the observed behavior of a part of our universe. The hypothesis may be broad or very narrow. One could make a hypothesis that life can evolve on many planets across the universe. Or one could make a hypothesis that a drug can cure a disease in a small population of individuals. A proper hypothesis must include a null hypothesis, that is, the scientist must be willing to test that the null hypothesis is also false (a sort of double negative). This null hypothesis is that the new vaccine does nothing and that any disease prevention are due to chance effects. Researchers must also show that the null hypothesis is false. A scientific hypothesis must be falsifiable, meaning that one can identify a possible outcome of an experiment that conflicts with predictions deduced from the hypothesis; otherwise, it cannot be meaningfully tested. This all sounds complicated, but digested down to its simplest form, it means that a scientist is always willing to attempt to prove that the hypothesis is wrong.
- Prediction: Once a hypothesis is developed, then the a prediction (or more than one prediction) is made based on the hypothesis. For example, if a vaccine is supposed to prevent a disease, then the prediction is made that it prevents some some amount of the disease above what would be assumed just by random chance. For example, without the vaccine it might be predicted that only 10% of individuals might be immune to the disease, but with the vaccine, it would be predicted that 85% would be immune. In all fields of science, the hypothesis leads to predictions which are different than what would be found simply by coincidence or randomness. Also, the hypothesis must be powerful enough to create more accurate predictions than alternative hypotheses.
- Test: This is the conducting of experiments or investigations to determine whether the real world behaves as predicted by the hypotheses. These experiments are observations which will agree with or conflict with the predictions; if they agree, then the confidence in the hypothesis will increase. On the other hand, if there is conflict, the confidence will, of course, decrease. Experiments should be designed to minimize possible errors, especially through the use of appropriate scientific controls. Medical and drug experiments utilize double-blind clinical trials to limit confirmation bias, a tendency towards confirmation of the hypothesis under study.
- Analysis: This involves determining what the results of the experiment show and deciding on the next actions to take. The predictions of the hypothesis are compared to those of the null hypothesis, to determine which is better able to explain the data. In cases where an experiment is repeated many times, a statistical analysis such as a chi-squared test may be required. If the evidence has falsified the hypothesis, a new hypothesis is required; if the experiment supports the hypothesis but the evidence is not strong enough for high confidence, other predictions from the hypothesis must be tested. Once a hypothesis is strongly supported by evidence, a new question can be asked to provide further insight on the same topic. Evidence from other scientists and one’s own experience can be incorporated at any stage in the process. Many iterations may be required to gather sufficient evidence to answer a question with confidence, or to build up many answers to highly specific questions in order to answer a single broader question.
(more…) «Pseudoscience and vaccine denialism (updated)»
Antievolution legislation: Missouri and Kentucky attack science education
Usually, summer is a quiet time for state legislatures, so it was a chance to take a breath from the evolution denialism that many states were trying to force on some of the public schools. Of course, anti-Constitution forces won in Tennessee, continued to make fools of themselves in Louisiana, and failed to gain traction elsewhere, but it’s an ongoing battle.
Unfortunately, new activities in Missouri and Kentucky might attempt to violate the Establishment Clause of the First Amendment of the United States Constitution, which explicitly prohibits state and Federal governments from showing any preference toward any religion, which includes creationism. The National Center for Science Education (NCSE) has reported that Missouri voters approved, by an 83-17 margin, a constitutional amendment (pdf) that adds a provision “that no student shall be compelled to perform or participate in academic assignments or educational presentations that violate his or her religious beliefs.” According to NCSE’s Joshua Rosenau, the change is worrisome from the point of view of science education, because “those words give students the legal right to skip assignments related to evolution if the subject matter conflicts with their beliefs, Rosenau says.”
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Eating like our great ape relatives
Lately, I’ve had some interesting conversations with my friend Cathy, who is an artist and designer, about a whole raft of topics in medicine and science. She proclaims she has no scientific background, but she’s intensely curious about science and about what I write, so what else could a blogger want? Recently, we were discussing what constituted a good diet. I was trying to cut through what was myth and what was science, but sometimes it can be difficult to do so. My thoughts have always been that the human physiology is amazingly resilient, and as long as you have no chronic diseases, there is nothing one can do that will make the situation much better or much worse. Yes, maintaining levels of certain nutrients, such as vitamins C and D, iron, and others, are critical, but in the modern world, it’s almost impossible to miss out on those micronutrients.
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Louisiana will spend $12 million to teach creationism
The state of Louisiana is doing everything it can to force feed its students creationism despite numerous constitutional restrictions that prevent religious activities in public schools. It also passed the Academic Freedom Act in 2008 which allows “science” teachers to teach creationism as a “theory” equivalent to evolution to students. Of course, I also discussed how Louisiana provides vouchers for students to attend private Christian universities, some of which use textbooks that think a real Loch Ness Monster disproves evolution.
According to an article in the the Lafayette, LA Independent Weekly, the Louisiana Board of Elementary and Secondary Education considered a set of accountability guidelines for private schools at its July 24, 2012, meeting. Zack Kopplin, “an 18-year-old Rice University student best known for his efforts during the last two legislative sessions to repeal the Louisiana Science Education Act, was one of several people who addressed BESE recently in opposition of the controversial voucher program”, testified that of the roughly 6600 spaces available for students under the program, 1350 will be filled ”at private Christian schools that teach creationism and peg evolution as ‘false science.’” Kopplin claims that Louisiana is about to spend almost $12 million to fund the teaching of creationism through this new voucher program that uses public school funds to pay for tuition and certain fees at private schools for students who attend low-performing public schools and whose family income is below 250% of the federal poverty level.
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The common threads between creationism and climate change denialism
Denialism evolved from Apes. OK, maybe not.
I’ve always considered all forms of denialism, whether it’s climate change, creationism or the latest anti-vaccine lunacy, to be based on the same arguments. It’s essentially an ignorant belief that either science is wrong or, worse yet, is a vast conspiracy to push false information onto innocent humans.
In Earth Magazine, Steve Newton wrote an article, Voices: Defending science: The link between creationism and climate change, which discusses the commonality between creationists and climate change deniers. Newton asks one simple question: what do the two groups have in common?
- The answer…is that creationists and climate change deniers have a lot in common — most especially in their assertions about science itself.
- In addition, they are often the same people! For example, Answers in Genesis, the young-Earth creationist ministry that runs a creation museum where animatronic dinosaurs cavort with humans in the Garden of Eden, also produces a DVD entitled “Global Warming: A Scientific and Biblical Exposé of Climate Change.” In another case, Roy Spencer, a climatologist featured in the film “The Great Global Warming Swindle,” has written that he regards “the theory of creation” as having “a much better scientific basis than the theory of evolution.”
- What it boils down to is that creationists and climate change deniers both reject central principles of science on ideological, religious and political grounds. Moreover, they deny not just these principles, but also the idea of science itself as a way of knowing about the world.
- Attacks on evolution and climate science are both based on the rejection of well-established scientific techniques. Geologists demonstrate the age of the Earth with the techniques of radiometric dating. “Bunk,” say young-Earth creationists: These techniques rely on unproven assumptions. Climate scientists develop complex computer models as a technique to understand what might happen to future climates. “Bunk,” say climate change deniers: Such models are just a convenient fiction.
(more…) «The common threads between creationism…»
Teaching alternatives to the controversial science of evolution
The alternative theory to the theory of evolution. ©Wiley Ink, Inc, 6-18-12
England wants children to study evolution
Charles Darwin, the original British teacher of evolution
The United States has been a battleground this year in several states as right wing fundamentalists try to push antievolution legislation that would force children to be taught that evolution is controversial, or that creationism is scientifically equivalent to evolution. In most cases (except for Tennessee) these laws were pushed back, even in some fairly conservative states. The problem with education in the USA is that there are 50 states (plus DC) and 16000 school districts, each with full control over the science curriculum. Thus, children in northeastern and Pacific coast states have strong science educations, while other states, especially in the south and midwest, have a nascent antievolution movement. There are some minimal standards across the US for science education, but when you find school boards that think that creationism is a science, or that evolution is a scientific controversy, it’s hard to make certain that children get an well-rounded education in the biological sciences.
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Evolution vs. creationism scorecard: 2012
Since the beginning of 2012, Republicans throughout the country tried to violate the Establishment Clause of the First Amendment of the United States Constitution by pushing religion into public schools. They lumped evolution denialism and global warming denialism into the broad terminology of “scientific controversy” (in case you’re reading, there are no scientific controversies over these theories, just political ones). And those Republicans tried their best to give the children in those states the worst science education ever. Evolution is the foundation of biology, that field of science that is the basis of our health, of medicine, of agriculture, of our environment, and of every living thing on the planet.
So far, in 2012, there have been several attempts by Republican controlled state legislatures to force religion into public schools. It’s been a mixed bag, with several close wins for the science side, and a notable loss.
(more…) «Evolution vs. creationism scorecard: 2012»
Good news for science education in Alabama
Earlier this year, the Republican dominated Alabama legislature tried to enact a bill, House Bill 133, that would have established a scheme to allow high school credit for creationism. HB 133 would have authorized ”local boards of education to include released time religious instruction as an elective course for high school students.” The purpose of the bill was to teach creation “science” as equivalent to evolution. The bill died in the legislature, since it did not come to a floor vote before the legislature adjourned on May 16, 2012.
(more…) «Good news for science education…»
