Threads from Henry's Web

Tag: Science Education

  • Two New Gaps in the Fossil Record

    I love it when these kinds of news stories hit the popular media. A new species of dinosaur was discovered by Michael Ryan in Alberta while he was a graduate student, and the find has now been published in the Journal of Paleontology, according to MSNBC. The dinosaur species is named Albertaceratops nesmoi, and it provides an intermediate between earlier, long-horned dinosaurs and more recent, shorter horned forms. (Note: I am not a subscriber to the journal, nor a paleontologist, and do not have access to the original article.)

    To quote:

    That makes the newly found creature an intermediate between older forms with large horns and later small-horned relatives, said State of Utah paleontologist Jim Kirkland, who with Douglas Wolfe identified Zuniceratops in New Mexico in 1998. He predicted then that something like Ryan’s find would turn up.

    Of course, our creationist buddies will certainly both fail to see this as an intermediate, and point out that there are huge unfilled gaps to either side, thus inspiring my title after the fact. 🙂

  • Rosenhouse Dissects Johnson

    Jason Rosenhouse has an excellent discussion or even better dissection of some recent writing by Philip Johnson. I’ve had this partial entry on Johnson sitting amongst my drafts for ages, but since Johnson is now bringing forth many of the same arguments, and Rosenhouse has quite thoroughly demolished them, I will simply refer you to his post.

    For some reason lawyers think they have a special handle on argument, but on scientific and religious topics it appears to be largely vacuous. Perhaps they should allow some facts to interfere somehow.

  • Interview with Neil deGrasse Tyson

    MSNBC has an excellent interview with astrophysicist Neil deGrasse Tyson. It comes in five sections on the web site, but let me just quote one little thing to whet your appetite:

    Q: It’s always more newsworthy if a scientist is puzzled by something.

    A: But we’re always puzzled by something. And that fact is never conveyed. People think we have some kind of easy-chair arrogance, where someone says, “Oh, this will force everyone to forfeit their cherished theories.” Excuse me, but if you have something that works better than my theory, I’ll throw mine out in a minute. What we’re trying to do here is get closer to nature. The caricature of science is that we hold tight to the theories we have, and shun challenges to them. That’s just not true. In fact, we hold our highest rewards for those scientists who can prove others wrong. And by the way, they are famous in their own lifetimes. We don’t wait until they’re dead.

    The whole thing is great. Go read it.

  • Religious Rights Bill in Colorado

    It is very important not to assume what a bill will actually accomplished based on its title. Titles are generally designed to put a positive spin on the contents of the bill in the hopes that people will not read further or seriously consider the consequences of what is actually proposed.

    A new bill in Colorado has precisely that problem. There are a number of issues in terms of implementation, but I want to look at one particular line:

    NOT BE REQUIRED TO TEACH A TOPIC THAT VIOLATES HIS OR HER RELIGIOUS BELIEFS AND NOT BE DISCIPLINED FOR REFUSING TO TEACH THE TOPIC;

    Matt Young at The Panda’s Thumb comments:

    Realistically, what subject besides evolution will spur a great many parents, teachers, or students to opt out of a lesson? Enough, that is, to interest the legislature? None. I find it very hard to believe, then, that this bill is not a cover for undermining evolution in favor of a narrow religious agenda.

    Perhaps my past experience with very narrow religious groups gives me some perspective on the possibilities here, but sex education comes to mind immediately. But more importantly I know people who regard numerous works of classical literature as evil, and who could well claim it was a violation of their conscience to have to teach those. In effect, the bill hands over the curriculum to the individual conscience of teachers.

    I would suggest that a better plan is for those who feel they cannot handle the public school curriculum to go either the private or home school route. I don’t mean to be nasty here, or to suggest that the public should have no involvement in curriculum decisions. I believe parents and the public should be very much involved. But a public school teacher needs to teach the curriculum provided. Free speech rights do not mean that every individual has the right to modify the curriculum. It’s a public process. The teacher’s free speech is not impaired by this, in my view, simply because the government fails to provide a platform.

    The public schools exist as infrastructure, to produce citizens educated to a certain level. An individual teacher cannot be permitted to distrupt that process because he or she cannot conscientiously teach some subject matter that is required. The proper response is to find a job that he or she can conscientiously do.

    While I’m at it, I would suggest to Christian parents that the best time for your children to get their first exposure to ideas you find objectionable is while they are still at home. At that point you can respond with your own beliefs on the matter. Your Sunday School classes can teach on it, and your youth leaders can provide instruction as well. The child then gets a choice. If the sex education class doesn’t cover abstinence in the way you’d like, you can provide that instruction. If you disapprove of evolution, arrange to have your beliefs taught through the auspices of your church, or in your home. Parental involvement is tremendously important. Use it!

    I hope people will consider these issues and a number of other troubling points of this bill, especially if, as predicted, similar bills are introduced in other states.

  • Grand Canyon Age and National Parks Bookstores

    Joe Meert, vice-president of Florida Citizens for Science has an excellent post on the current controversy about a creationist book sold in the Grand Canyon National Park bookstore and allegations that have been made that park rangers are not permitted to give an honest, scientific answer to questions about the age of the canyon.

    He has found that the charges that park rangers are muzzled are false, and that the book is currently carried in the spirituality section of the bookstore. I would agree with him when he says:

    In my opinion, we do a disservice to the community by making false claims to forward an agenda (either political or scientific). There is a book in the spirituality section of the Grand Canyon bookstore that has some nonsensical science and that is true. My feeling is that if people want to buy nonsensical books in order to lift their spirits, have at it. As long as the book is classified correctly (i.e. NOT science) I see no reason for trying to ban the book. Book banning should be the sole realm of despot leaders and religious fundamentalists.

    there is a link in his comments that I would like to note as well:

    Don’t Believe Everything You Read, written by a former park ranger.

  • Why I Oppose ID

    . . . and how I oppose it.

    There has been an interesting flap that started when MikeGene at Telic Thoughts proposed a typology of ID critics, and Ed Brayton responded, with further response again from MikeGene.

    I think most of what needs to be said has already been said in those posts and the comments attached to them. I have to note that while I find Telic Thoughts a much more thoughtful and useful blog to read than Uncommon Descent (Translation: I now read the former, but not the latter!), my initial reaction to the typology was much less positive than Ed’s. There is, however, a point to the whole thing, which MikeGene makes. After quoting the following from Ed’s post:

    There are several things that unite all these factions. Already mentioned is their inability to contemplate the issues related to ID without relying on the “ID=religion/God” stereotype. Furthermore, I would argue that all groups entail a very strong tendency toward closed-mindedness: Types B, C, D for metaphysical reasons and Type A for political reasons. Also, all groups are united in their strong tendency to label ID proponents as “Creationists” and “threats to Science.”

    He then says:

    Yet he then spends the rest of his blog demonstrating that my description was on track, as he tries to justify his broad brushed approach that includes stereotypes and labels. I have dealt with all his arguments before, and may rehash them again. But for now, I can simply point out that while I am willing to make a distinction between someone like Ed Brayton and Richard Dawkins, Ed apparently wants to lump me with Duane Gish and Philip Johnson, where, I suppose, the TT contributors are all nothing more than players in a “PR campaign to place a thin veneer of scientific-sounding terminology over good old-fashioned religious anti-evolutionism.”

    Will the critics of ID ever break free of their stereotypes and realize that not all proponents of ID can be painted with the same broad brush?

    There is a good point here, but it is one that is not carried through.

    (more…)

  • Critical Thinking and the Attack on Judge Jones

    In my Bible Translations FAQ, I respond to a common question about Bible translation and about the NIV in particular. Let me quote my basic response first, and then I’ll discuss why I’m bringing this up now. No, this is not a post about Bible translation, though I’m going to use a translation issue as an illustration.

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  • How God Impacts Science

    There’s been a bit of a dust-up around the blogosphere about this over the last few days to a large extent amongst people involved in science professionally in one way or another. Since I’m not responding directly, I will only note that I read of this debate through Dispatches from the Culture Wars, and you can find links at Ed’s current post, Clarifying the Moran Debate.

    Since I’m called a theistic evolutionist, though it is a term to which I have previously objected, I thought I’d make a few comments on how God and scripture impact the way I look at science. I can’t say “the way I do science, because my field is Biblical studies, and not one of the natural sciences.

    My answer to the question could be either “lots, in every way” (to paraphrase Paul in Romans 3:2), or “not at all.”

    (more…)

  • More on Evolution Conflict

    Ed Brayton has again weighed in on the framing of the conflict over science education. I agree with the way in which Ed has laid out the issues, and strongly recommend reading his piece.

    As an advocate of sound science education, I would like to repeat some things I’ve said before, but that are often forgotten in discussion.

    I am not opposed to free speech for intelligent design advocates. In fact, I see them exercising free speech all the time. What I would suggest they do about the peer reviewed publication is to simply establish one or more publications with peer review and publish scientific research in those publications. If it is done well, scientists will begin to read and respond to the new evidence they present. Of course I think the reason they are not generally published in peer-reviewed journals is because they are not doing research that is worthy of such publication.

    Further, I have no problem with ID being discussed at the college or university level to whatever extent the people who are teaching there want to discuss it. I went to college at a place where young earth creationism was a regular topic. Nobody is actually being repressed here, no matter how loud the whining becomes.

    But more important than my perception of repression or its absence–after all, I could be totally wrong–is the simple fact that there are other avenues open. In this age of the internet and various easy print publication opportunities, it’s quite easy to get something into print. But the real complaint is not getting published or not, it’s where one is published, or how much respect one gets from scienfic colleagues.

    That respect from scientific colleagues, however, has to be earned. And earning it is hard work. New ideas do work their way into the scientific community only slowly, and most new ideas get thrown out in the process of discussion. That is appropriate. One can argue that there should be more room or less room for new ideas, but ultimately, science must test ideas thoroughly before they are accepted.

    And that leads me to the place where I do not think that ID has a place–the high school science classroom. Why? Very simply I believe that the high school curriculum is packed enough with consensus science, and that it should be limited to that. Let new ideas be discussed elsewhere and when a scientific consensus arises, that will be time enough to add that material to the high school science curriculum.

    Framing the debate a s religion vs science, however, makes this difficult, no matter which side frames the discussion in that fashion.

    (Note: Read Ed’s piece before you comment here. I’m only making a small subpoint.)

  • Wisdom, Discernment, and Creation

    My Breaking Christian News E-Mail tipped me off to this article on http://www.worldnetdaily.com”>WorldNetDaily titled End creation-evolution debate in your home. This sort of thing amazes me and makes me very, very concerned. The article advertises a new printing of the book Bishop James Ussher, The Annals of the World.

    Now I certainly do not mind seeing an old book reprinted, but even the title of the article makes ridiculous claims for this book. It will certainly not settle anything about creation-evolution debates. One should be warned by someone giving a month and day for the creation of the world based on texts that are at best written in years and with considerable doubts about those.

    But the article also calls this book “. . . a favorite of homeschoolers and those who take ancient history seriously.” That is simply incredible. Practically the entire field of ancient near eastern archeology has been created since that book was written. It is, itself, a historical artifact, and not a good source for the facts of the history of the world or of their interpretation. If homeschoolers are being taught history in this fashion, we have a great deal to be worried about.

    This is not wisdom and disernment. This is gullibility. I was homeschooled myself. Understand that I’m not criticizing homeschooling as such, though I do believe that many people try to homeschool who have neither the skills nor the discipline for it. But I am criticizing the use of materials that are not appropriate to the task for which they are used.