Threads from Henry's Web

Category: Education Policy

  • Teach the Controversy about Geocentrism

    In my previous post The Danger of Teaching the Controversy, I suggested that one of the problems with teaching the controversy was just which controversies one should teach. There are always plenty of crackpot theories floating around not to mention sound attempts to modify existing theories. These need to be tested by scientists using scientific methods with accountability through peer review.

    In discussing this, I said the following:

    More importantly, however, let’s consider how this “teach the controversy” principle would work in public schools. Should science teachers be asked to teach the controvery on geocentrism? I know some people are just about to explode on that one. “Nobody believes that any more, or at least only a few kooks.” Well, that may be true, though I believe there’s even a kook with a PhD who tries to teach geocentrism. But this does illustrate the problem. We argue for teaching the controversy on creation and evolution or on intelligent design and evolution, but we are unwilling to invoke the same phrase for all controversial issues.

    And to prove my point, one Mark Wyatt posted this comment:

    “…Should science teachers be asked to teach the controvery on geocentrism? …”

    Yes.

    And Here are the recommended text books.

    Mark

    Well, well, well. Though I will often debate with people who probably should be ignored, even I will not bother debating geocentrism. But I think my point is made. Theories need to be tested scientifically before becoming part of the curriculum. No exceptions should be made, even for especially controversial ones, or we will dilute education. There really isn’t any idea so stupid that it can’t find advocates somewhere!

    For those who believe someone is being suppressed here, note that even a person so far out there as to advocate geocentrism has two books published and a web site. It’s getting very difficult to suppress ideas. The problem that creationists and others have is that it is also getting extremely difficult to blunt criticisms of dumb ideas.

  • Boys Being Boys Should be Treated as Boys

    . . . or girls as girls.

    One of the things that makes me go “hmmmm” is that so many people are troubled by corporal punishment, but can somehow manage to accept the idea of a 13 year old tried and sentenced for a crime as an adult. To me that’s just weird. I do think occasionally crimes committed by juveniles need to get outside the juvenile justice system. But we also need to have effective, consistent discipline in schools and communities. My intention is not to propose draconian measures, but rather a consistent response to indiscipline.

    A good example of a reaction that is way out of proportion is this case in Oregon. I don’t normally agree with Michelle Malkin, but this, to me, is a clear case of something that should be handled as a juvenile issue, by school and hopefully parental discipline–serious discipline, needless to say, but not criminal.

    We have made it harder and harder to keep order in schools, while at the same time we have gotten more radical in juvenile justice. A measure of personal responsibility and good judgment all around would be useful.

    HT: Pursuing Holiness.

  • Boot Camp Accountability

    I saw this story about a 15 year old girl dragged behind a van at a Christian boot camp several places, but I don’t remember where first, so no hat tips.

    It should go without saying–but I’ll say it anyhow–that this type of brutal punishment, assuming that the story proves to be correct, fails the “what would Jesus do” test. Of course there are always those who somehow discover that Jesus would always do whatever they want to do.

    What I wanted to call attention to is the simple matter of accountability. I think people who do this sort of thing don’t expect to be called to account by others. They take a radical approach and they find people to manage their ministries who will tend to say “yes” rather than challenge them. There is a need for disciplined environments for some young people, though I personally doubt that the “boot camp” approach actually has any lasting value. But such environments should have more accountability and more observation than other environments simply because the leaders and teachers of such programs are in a position of tempting power over others. If they have a tendency of any kind to tyranny, anger, or sadism, they will be provided with opportunities, and since they are working with kids who have been labeled “bad” such people will believe they can get by with things they would not otherwise. History shows that they can.

    There is a dangerous tendency amongst Christians today to look toward fast, brutal methods of restoring discipline. I would suggest that a much more Christ-like approach would be much longer term, consistent, non-violent, and loving. I’m not saying delinquent young people do not require punishment at any time, but the boot camp craze, which thankfully seems to be dying down, was the penal equivalent of fast food.

  • Sneaking God into Public Schools

    I have previously written about my opposition to including specific Bible classes in public schools, and to the NCBCPS curriculum in particular, if one chose to have such a class in any case. Now in a column on WorldNetDaily Chuck Norris talks about using this curriculum as “Your first step to get God back into your public school.” It’s nice to know that this was your goal all along, Chuck. I must admit that I was certain of that from the moment I read about this curriculum.

    I know many people who would like to get God back into public schools, and who admit it openly. I can respect their stated position, though I disagree very strongly. But to try to sell a curriculum to school boards as constitutionally safe, while at the same time proclaiming it to be a means of getting God back into the classroom–that’s deceptive, and I don’t think it’s an appropriate approach for Christians to take. While I did not actually see this, Ed Brayton reports that that the NCBCPS web site initially posted Chuck Norris’s column, and then removed it. The obvious reason would be that they would not like that column quoted in court when their curriculum is challenged.

    Personally, I would simply say again that there are quite a number of things I don’t trust the state to do properly, and teaching religion is high on that list. Let’s provide appropriate religious education in our homes and churches. I don’t ever recall my parents having problems over prayer or Bible study in school–Oh, that’s right, I was homeschooled! Problem solved.

  • The Danger of Teaching the Controversy

    The Florida Citizens for Science blog has a post, Best practice with an integrated curriculum?, which looks at some approaches teachers might take to including both creation and evolution in the classroom. The FCS blog does a pretty good job of pointing out the discrepancies. (I should disclose here that I am a board member of Florida Citizens for Science.)

    I just want to look at one aspect: teaching the controversy. Despite different vocabulary, that is, in fact, what these suggestions amount to. The question on many people’s mind is this: Why not teach the controversy? Isn’t that just simple fairness?

    But that is the wrong question. Why? Because we must first ask just how one should determine the curriculum for public school classrooms. Without some sort of standards for that, it’s very hard to answer such a question. I know it annoys people to have their principles applied to different situations, but that is an appropriate test of a principle. Will it work, for example, when the shoe is on the other foot?

    Should Christian schools, for example, teach the controversy? If the issue is fairness and sound education, both of which are given as reasons for teaching the controversy, should it not be regarded then as unsound educational practice not to teach the controversy in private Christian schools? I know many involved in these schools think they do, and I believe some actually are right, but many do not.

    More importantly, however, let’s consider how this “teach the controversy” principle would work in public schools. Should science teachers be asked to teach the controvery on geocentrism? I know some people are just about to explode on that one. “Nobody believes that any more, or at least only a few kooks.” Well, that may be true, though I believe there’s even a kook with a PhD who tries to teach geocentrism. But this does illustrate the problem. We argue for teaching the controversy on creation and evolution or on intelligent design and evolution, but we are unwilling to invoke the same phrase for all controversial issues.

    And that is actually as it should be, since “teach the controversy” doesn’t express any relevant principle at all. The real question is how much support some scientific view needs to have before it should be included in elementary school, middle school, and high school curricula. I believe the answer would be different in each case.

    We don’t just teach controversies in science. We teach methods and how to evaluate results, how to make observations and categorize them sensibly. We also do not have unlimited time in which to teach the things we need to teach. Thus we pick and choose. And that is where I get my principle for determining what should be taught: consensus science. What has undergone testing, evaluation, and acceptance in the scientific community? Leading edge theories need not apply at these levels. Let them be evaluated first, then include those that make the grade.

    There is, of course, prioritizing amongst those things which are consensus science, but considering that a large amount of well-established material will likely not get taught, those priorities need to be set for scientific reasons in order to prepare our children to understand their world.

    Intelligent design doesn’t meet the criteria. It should not be offered in high school classrooms. There is no theory of creation, either old or young earth, that has met this kind of testing. They don’t belong in the high school and lower science classroom.

    Now I don’t believe that discussion of these ideas should be cut off. There should be a free exchange of ideas. But a free exchange involves vigorous criticism, and as appropriate, even ridicule of ideas that are ridiculous. People today often complain about censorship because other people don’t like them. But I’m writing this blog entry on a very low cost web site using free blog software. It’s not hard to make ideas available. Getting people to pay attention? That’s more work–as it should be!

    And on that note one more point about the science classroom. People who want religious ideas included in the science curriculum often don’t think of the fact that these young people need to learn to evaluate, and that means criticizes ideas. Do you want your high school science teachers offering a critique of your religious ideas?

    My personal commitment to openness involves including discussion of these ideas in church programs and in the material that I publish.

    . . . there is considerable scientific evidence against the theory that everything occurred simply by chance, and in favor of the theory that there was some sort of intelligent design involved. (Source: Hushbeck, Elgin L. Christianity and Secularism. Gonzalez, FL: Energion Publications, 2006, page 28.)

    What is the importance of that quote? Well, I’m the publisher of the work in question. I do believe these ideas should be made available and should be discussed, especially those ideas with which I disagree. I’ve put my dollars into action in making that so.

    But not in high school science, unless the scientific community arrives at a consensus.

  • More on the Cheri Yecke Story

    Wesley Elsberry has posted some additional information on this story on The Panda’s Thumb, and on his blog in which he states he believes the story is confirmed.

    . . . As far as I am concerned, the Princeton Union-Eagle is vindicated in this matter; at the time that they reported, Cheri Pierson Yecke was indeed saying that teaching “intelligent design” was a decision that local school districts could undertake. Both the quote from the Princeton Union-Eagle and the subsequent criticism I made of Yecke’s position on the issue are upheld by this source.

    Wesley is quite right to point out that Yecke has only to hold a press conference and state her change of view if she no longer supports teaching intelligent design in high school classrooms. If she does still believe it should be taught, that is information the public has a right to know.

    Since this whole issue resulted from Yecke’s use of ReputationDefender to look for negative material, I would like to call attention to this article on MSNBC, which reports on the other side of such activity. There can be a problem with negative information overwhelming the positive. It’s also quite possible for positive information to overwhelm necessary and important negative information. Search providers such as Google are right to battle spammy methods that try to get positive information into the highest search slots.

    There is an apparent bias in the MSNBC story toward “cleaning up” negative information. But there is no guarantee that the negative information someone wants to clean up is actually inaccurate. Accurate negative information, especially for those involved in the public sector, is important. The search engines cannot guarantee accuracy; they can only aim for relevance.

    In an age when information can be readily disseminated by just about anyone, and accessed just as easily, each reader needs to beware of lies.

  • Intelligent Design and Answer All Questions

    Through this week’s Christian Carnival I found two posts on science and religion that interested me. One I agree with completely, and I just want to underline a couple of points. The other, not so much, though it is still a good article.

    The first is An intelligently designed universe from Sun and Shield. Now since I scan Sun and Shield fairly often, I should have caught this one, but I didn’t.

    Here’s the key quote:

    I don’t believe that it is possible to prove that Intelligent Design occurred. (see here for discussion) I am also not persuaded that it is appropriate to teach about God’s design in the science classes of the public schools. However, it is certainly also not appropriate to teach that science proves that there is no God, or that there is no purpose in the universe, or that humans are only animals. Science has proved no such things, and can’t, as they are outside the scope of science.

    I agree entirely. I also think Martin has specified the question correctly. The issue is not whether the universe is designed. Theists generally and Christians in particular are bound to believe that God designed the universe. The question is the detection of design, and I would add, the detection of more design one place than another. My problem with Paley’s watch is not that the watch is not designed, but rather that the rocks, the grains of sand, and even the water are all where they are ultimately as products of design–ultimately. Distinguishing that sort of design is not a function of science.

    In addition, conclusions about what is beyond the scope of science are also not scientific. “I know X about the physical world,” is within the bounds of science. “I know the physical world is all there is,” steps outside those bounds. This doesn’t mean the person who says that is wrong. It merely means that their assertion is not scientific, any more than my assertion that God designed everything is scientific. Neither implies a measurable change in the nature of the physical universe.

    The other article is Science’s Overlooked Problem. Here’s a quote:

    Yet I have been a firm believer that science cannot, and does not, provide ample explanation for things such as life, purpose, or even God (despite rather poor attempts).

    Now Justin goes on to quote Huston Smith on the failure of science to answer the why questions. I don’t think this is a failure of science, however, but rather a failure of people who expect science to answer such questions. Science is well designed to study physical stuff. That it fails to comment successfully on other matters is simply a matter of its design. The problem occurs not because of the limitation, but because of the failure of some people to recognize that limitation. Thus they try to answer non-scientific questions using science with predictable results.

    In any case, I think it’s worthwhile reading Justin’s post and the Huston Smith quotes, because one way or another you’re going to need to think about that, either by recognizing the limits of science or by finding a way in which science can address those questions successfully. My observation thus far is that science is ill-equipped for the task.

  • Bible Curriculum in Odessa

    Ed Brayton has an informative post on the process of selecting a Bible curriculum in Odessa, TX. I haven’t had time to follow the case closely, but it appears that Ed is doing so.

    If one is to have a specifically Bible curriculum in high school, as opposed to appropriate mentions in literature, history, and various social studies classes, I would prefer the BLP curriculum strongly. I do not, however, think it is good either for the state or for the church to venture into this area. I realize it’s constitutional when done right (and NCBCPS is not done right), but I still do not think it is a good idea, as I explained in a previous post.

  • Brownback on Faith and Science

    There have been quite a number of responses to Senator and presidential candidate Sam Brownback’s discussion of faith and science. These have varied from extremely favorable, from some Christians who think Brownback has managed an extraordinarily good balance between faith and science, while others are quite angry because Brownback has clearly injected faith into science.

    Having read his piece several times, trying to get past the probable political motivations, I have to say that I cannot join those who applaud this statement. Though I certainly do not believe that science can or should answer all questions, and faith plays a very strong role in my life, there is a clear line that should not be crossed. That line is crossed when we let faith determine something that should be determined purely by scientific evidence.

    The most blatant example of this problem can be seen in the creation museum. The sponsors of that museum believe that the earth is only 6,000 years old. This conclusion comes purely from scripture. More importantly they come from scriptural text which is clearly not designed to provide scientific information and has only a minimal historical content. Rather than allowing scientific study to determine what it is best able to study, young earth creationists come to a faith-based conclusion, and then impose it on the scientific evidence, no matter what happens.

    A better approach would be to let each element do what it does best. Genesis addresses meaning and the relationship of God to the universe, though even to understand those elements of the story one must be careful to understand the type of literature involved and why it was written. Genesis does not attempt to provide a scientific discussion. When people claim to discover wonderful, scientific things in Genesis, their example always involves taking a vague statement and claiming that it fits precise scientific data exceptionally well. But one can make such vague statements agree with almost any set of scientific data proposed. One would never derive the details from Genesis; they are not there.

    So where in Brownback’s statement does he cross this line? He starts out quite well:

    The heart of the issue is that we cannot drive a wedge between faith and reason. I believe wholeheartedly that there cannot be any contradiction between the two. The scientific method, based on reason, seeks to discover truths about the nature of the created order and how it operates, whereas faith deals with spiritual truths. The truths of science and faith are complementary: they deal with very different questions, but they do not contradict each other because the spiritual order and the material order were created by the same God.

    This statement uses appropriate words such as “complementary” for the questions addressed by science and by faith. But we already have the seeds of the problem here. Brownback asserts that faith and science can’t contradict one another. Yet if they are truly answering different questions, how could they contradict? If there are baseball games going on in two separate fields, one would hardly find it necessary to assert that the outfielders in one game can’t produce outs by catching balls from the other. We wouldn’t imagine that would happen. We would only make such a rule if we thought someone was going to try it.

    In this case, Brownback seems to be saying it’s OK for the questions to cross over, as long as they don’t contradict.

    People of faith should be rational, using the gift of reason that God has given us. At the same time, reason itself cannot answer every question. Faith seeks to purify reason so that we might be able to see more clearly, not less.

    In what way does faith seek to purify reason? If we would say that the goal of faith is to make a more open, more truth-seeking person, then I would find that acceptable, though many, many people of faith have done quite the opposite. Yet as a goal of faith (or better spirituality) I would regard that as good. But just what is it that faith is supposed to do to my reason that would make my scientific conclusions differ from those of an atheist?

    Unless one is first accusing a scientist who is an atheist of falsifying his conclusions, then there is no reason to assume that faith is purifying reason. I would like to think that my faith helps purify my reason, because I believe that my faith helps deal with my motivations and with who I am. But for all of those who read what I write and see what I do my words and actions–the effectiveness of my reason–can be judged by what I produce.

    Faith supplements the scientific method by providing an understanding of values, meaning and purpose. More than that, faith — not science — can help us understand the breadth of human suffering or the depth of human love. Faith and science should go together, not be driven apart.

    Again, I ask, in what way does faith supplement the scientific method? This is one of those statements that sounds balanced and well considered, but doesn’t seem to have much meaning. Is there something about Kenneth Miller’s science (he’s a Catholic) and the late Stephen Jay Gould’s (he was agnostic) that is different? Is one a better scientist than the other? Fit any scientist who is also a believer into the first slot and any who is not into the second, and tell me where it is that faith improves the functioning of the scientific method for the scientists of faith. (I do note some cases in which faith, however little I like the particular version involved, does harm to the science.)

    The question of evolution goes to the heart of this issue. If belief in evolution means simply assenting to microevolution, small changes over time within a species, I am happy to say, as I have in the past, that I believe it to be true. If, on the other hand, it means assenting to an exclusively materialistic, deterministic vision of the world that holds no place for a guiding intelligence, then I reject it.

    And here we see the problem. The questions of microevolution and macroevolution may be debatable. Personally I think that the distinction is simply a technical one. People who believe in microevolution but not macroevolution usually simply don’t comprehend either one. Yet whatever they are both are processes of the natural world and should be studied as such. So having said that science and faith are complementary and can’t contradict, Brownback immediately asserts (though without admitting it) that they do contradict, and that when they do, he’s going to take faith.

    Biologists will have their debates about man’s origins, but people of faith can also bring a great deal to the table. For this reason, I oppose the exclusion of either faith or reason from the discussion. An attempt by either to seek a monopoly on these questions would be wrong-headed. . . .

    Again, we contradict the “complementary idea. What precisely is it that people of faith, in other than their role as scientists if such they are, have to contribute to origins? They can discuss the spiritual values of humanity, but there will be no new interpretations of fossils, or of genetic clocks, or of the relationships between lineages that are provided by faith. All of those elements of understanding origins will be managed by scientists doing science.

    I believe the “monopoly” language is to be read as favoring the incorporation of intelligent design creationism in classrooms. Of course science should have a monopoly on determining scientific questions. That’s how science works. Senator Brownback is a politician trying to trade on people’s dislike of the word “monopoly.” Truth, however, needs a monopoly. Compromising intelligence and stupidity doesn’t produce greater intelligence, it produces more confusion.

    While no stone should be left unturned in seeking to discover the nature of man’s origins, we can say with conviction that we know with certainty at least part of the outcome. Man was not an accident and reflects an image and likeness unique in the created order. Those aspects of evolutionary theory compatible with this truth are a welcome addition to human knowledge. Aspects of these theories that undermine this truth, however, should be firmly rejected as an atheistic theology posing as science.

    “An image and likeness unique in the created order” goes beyond both science and faith. We have a Bible addressed to humans, and humans are (shockingly!) the subjects. That doesn’t mean that we are unique in the whole created order. We don’t even know whether there is life in the rest of the universe and if so whether there are other intelligent species that hold a similar position in their ecosystems.

    When he continues that “[a]spects of these theories that undermine this truth, however, should be firmly rejected” we understand that despite any lip service given to science, Senator Brownback places his particular faith, and his particular doctrines of that faith over and above the scientific evidence. The origins of human beings are to be discovered by science. The relationship of human beings to God can be discussed in religion. But if my conclusions in religion deny the evidence of science, then I’m crossing the boundary.

    As a scientist who comes to realize that the earth must be older than 6,000 years must adjust his understanding of Genesis accordingly, so a scientist who has based some aspect of man’s relationship to God on a scientific conclusion that is superceded by a better one must adjust his understanding accordingly. To do anything else would be to deny the revelation of the creator as given directly in his creation. But in this case, the most important thing to note is that such a person is not supporting science.

  • More on Bible Curriculum for Public Schools

    I have previously expressed my concerns about Bible classes in public schools, even as electives. These objections come from multiple directions. Because I support separation of church and state, I prefer to keep such classes out, even though in principle they have been held to be constitutional. As a Christian, I believe there is a serious danger in having a Bible class which will necessarily be from one perspective provided at state expense. I think providing Biblical knowledge is part of the function of the church. As a Bible teacher I’m concerned with the competence of prospective public high school Bible teachers.

    My objections do not apply to inclusion of scripture passages in literature class as appropriate to the academic goals, nor to references to the Bible at appropriate places in history. There is good reason to be acquainted with the Bible and how it has functioned in western history especially, but that goal is best attained by teaching the Bible as part of those other classes, not with a specific Bible curriculum.

    In particular, the NCBCPS curriculum has been found not to meet the needs of teaching a neutral, academically sound Bible class. I have reviewed only the reviews and not the material, but the points brought up by the professional reviewer are well-taken, and precisely correspond to the objections I have to public school Bible classes.

    Ed Brayton has an excellent post on this which quotes a letter from a Jewish teacher in the Odessa, Texas public schools. The link also leads to other letter that illustrate some very unchristian attitudes about this program.

    I strongly oppose the inclusion of this curriculum in any public school program.