cdesign proponentsists January 29, 2009Posted by caseyww in Article Review, Politics, science.
Tags: academic freedom, Creationism, Darwin, Evolution, ID, Intelligent Design
The evolution ‘debate’ is certainly a can of worms but, with Darwin’s 200th birthday coming up next month and recent creationist battles in Louisiana on the news wire, it’s a can that’s due to be opened here at Valence.
Before we go too far, let me just be clear, evolution kicks ass. Since Darwin published The Origin of Species in 1859 evidence ranging from such diverse disciplines as paleontology to genetics has consistently poured in to show that evolution is a robust natural explanation for the diversity of life on our planet. I’ve paired the word ‘debate’ with evolution in quotes above because there is actually no scientific controversy over whether evolution is true. (For a brief further explanation of my position you can read here and for a less brief but considerably more reputable discussion please check this out.)
That being said, there is certainly a debate between religious creationists (lately, thinly veiled as “Intelligent Design, ID, Proponents”) and reputable science. Unfortunately, because ID proponents have little to contribute to the actual scientific community this debate is often waged over high school and middle school curricula instead of with actual research. For IDers it’s much easier to slip creationism past the politics of school boards and state legislators than it is to deal honestly with scientific criticism. A great summary of creationism’s tactics was in the January issue of Scientific American.
The effort to sneak religious overtones into the public school system by barring or seriously skewing the teaching of evolution is nothing new and has, as of yet, been unsuccessful thanks to our handy-dandy Establishment Clause (see Epperson v. Arkansas and Edwards v. Aguillard). In fact, the entire ID movement was born out of the need to mask the religious overtones of creationism in order to side step the separation of church and state. Luckily, even efforts as recent as 2005 to provide “alternative textbooks” in schools promoting ID have proven unsuccessful as the promotion of ID was equated with the promotion of religion (see Kitzmiller v. Dover). After being so soundly thumped at Dover the ID community has been forced to retreat to their fallback strategy of lobbying for schools to simply “teach the controversy” about evolution by couching their arguments in the vocabulary of “academic freedom.”
It is this plea to academic freedom that I am most interested in discussing this week. The strategy is so interesting because it appeals to an inherent sense of fairplay and debate that Americans go crazy for. As soon as any argument seeks to silence its critics in order to remain valid all of our alarm bells go ringing. One could ask, “If evolution is so secure than why try to shield our students from learning its pitfalls? Why not teach the controversy and let the students decide?” On the surface these appear to be strong and valid questions but ultimately I think they’re misrepresenting the science and twisting the purpose of education.
Here’s an example. Louisiana took a small but important step back towards the dark ages last year with the unfortunate passing of the Louisiana Science Education Act.
On its face, the law looks innocuous: it directs the state board of education to “allow and assist teachers, principals, and other school administrators to create and foster an environment within public elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied,” which includes providing “support and guidance for teachers regarding effective ways to help students understand, analyze, critique, and objectively review scientific theories being studied.” What’s not to like? Aren’t critical thinking, logical analysis, and open and objective discussion exactly what science education aims to promote? (SciAm Jan 09)
The bill is aimed at supporting and protecting teachers who want to teach ‘supplemental’ material about ‘controversial’ subjects. Doesn’t sound too bad, right? Wrong. Tellingly, the only ‘controversial’ subjects highlighted by the bill are “biological evolution, the chemical origins of life, global warming, and human cloning”. Also, “…the bill was introduced at the behest of the Louisiana Family Forum, which seeks to “persuasively present biblical principles in the centers of influence on issues affecting the family through research, communication and networking.” (SciAm Jan 09)”
Further, shouldn’t science teachers already be fostering critical thinking skills and logical analysis? Is there really a need for the Louisiana legislature to suddenly step in and encourage them to continue do so? I don’t think so. This bill is simply seeking a loophole to sneak creationism back into schools.
…it is clear why the Louisiana Science Education Act is pernicious: it tacitly encourages teachers and local school districts to miseducate students about evolution, whether by teaching creationism as a scientifically credible alternative or merely by misrepresenting evolution as scientifically controversial… Telling students that evolution is a theory in crisis is-to be blunt-a lie. (SciAm Jan 09)
But what of academic freedom? Yes, teaching is about equipping your students with critical thinking skills but it’s also about pointing them to the best and most reliable sources of information available. Helping them up onto the proverbial shoulders of those giants they are supposed to be seeing from, if you will.
The simple fact is that evolution is not contested in any reputable scientific circles. All of modern biology is built upon the stoutness of evolutionary theory. Does academic freedom extend to lying to our students about the validity of scientific theories in order to be ‘fair’ to opposing views? I think not, especially when those views are largely contrived and long ago debunked. Why handicap our students with this kind of garbage? ID’s request to teach creationism, or at least cast doubt on evolution, is tantamount to giving equal time to the Flat Earth Society in the physics classroom because they disagree with Newton.
Additionally, the appeal to ‘teach the controversy’ betrays a serious misunderstanding on the side of creationists as to how science actually works. Science thrives on argument. The strength of evolutionary theory (and any other well established scientific theory for that matter) is the tangible ways that it meets and answers questioners with actual evidence. It’s the controversy and skeptical questions which keep us looking for evidence and which have ultimately strengthened evolution over the years.
The problem with the ID movement is not that they contest the validity of evolution but instead that once their theories have been refuted by evidence they consistently refuse to revise their ideas. Dishonesty. When they are no longer able to proffer their arguments in scientific circles they decide to take their case directly to high school students. Talk about preying on the vulnerable. A plea to academic freedom is used to excuse a lack of academic integrity. Is this the educational standard we should be holding to?