“Evidence Against Evolution” 2001. Montana HB 588 Georgia HB 391 Ohio HB 679 Arkansas HB 2548.
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“This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things, such as plants, animals, and humans….”
No one was present when life first appeared on earth. Therefore, any statement about life’s origins should be considered as theory, not fact.
The teaching of science should distinguish between theory and fact. Scientific hypotheses which cannot be proven or replicated, such as the theory of evolution, must always be taught as theories and not fact.
Evolution is a “theory in crisis”
Peppered Moth “Fraud”
Cambrian explosion a “problem” for evolution
Archaeopteryx not a transitional form
Original Conclusion: Natural selection caused these changes — due to predation by birds.
• moths <1848 mostly light-colored• first dark moth found in 1848 • 47 years later, 98% dark moths• decline in dark moths began with use of cleaner fuels• today - dark moths are very rare
• parallel rise and fall occurred in the US.• predators (birds) in aviary went first to moths that contrast with backgrounds.• fewer light moths survive release in sooty woods• fewer dark moths survive release in clean woods• birds in wild go first to moths that contrast with backgrounds.
Wells’s version: “staged photos”; stresses sites that don’t match pattern; fusses about role of lichens
“. . . it became clear that he was intentionally distorting the literature in my field. He lavishly dresses his essays in quotations from experts (including some from me) which are generally taken out of context, and he systematically omits relevant details to make our conclusions seem ill founded, flawed, or fraudulent.”
The Pratt (OK) Tribune, December 13, 2000
William & Mary
Public secondary and elementary schools must give balanced treatment to the theory of scientific creationism and the theory of evolution....
(identical to Louisiana Balanced Treatment Act)
The governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science, within the school corporation.
When adopting science textbooks, the [textbook] Committee shall insure that the textbooks include acknowledgement that human life was created by one God of the universe. (House vote 99 - 0)
Distinguish between science as method and as philosophy
Inform students of range of religious views towards evolution (descriptively!)
(OH Reps. John A. Boehner and Steve Chabot, 3/15/02)
“After a bitter fight, Santorum’s amendment to the education bill survived virtually unchanged.” Chuck Colson, BreakPointOnline, Oct. 2, 2002
Quality assessments involve the application of critical thinking skills, and perhaps this is nowhere more important than in science education. Teachers often encourage critical thinking through the introduction of controversial issues. While the subject of evolution was used as an example of a controversial issue in the report language, neither the teaching of evolution nor any other specific topic is mandated in NCLB or the conference report. (emphasis mine)Rep. George Miller to EC Scott,4/14/02
At present many groups advise educators and administrators to ignore the controversy over design and to continue to teach a single theoretical viewpoint, ignoring scientific dissent and parental concerns about dogmatism and intellectual intolerance. In short, their approach is to suppress the controversy. We believe there is a better way. We suggest that public schools teach the controversy over biological origins in a way that faithfully reflects the debate that is actually happening among scientists. David DeWolf: Intelligent Design in Public School Science Curricula: A Legal Guidebook, p. 2.
We suggest that public schools teach the controversy over biological origins in a way that faithfully reflects the debate that is actually happening among scientists.
David DeWolf: Intelligent Design in Public School Science Curricula: A Legal Guidebook, p. 2.