Category Archives: Education
This is for a planned wide-audience writing project on evolution, in which I pre-empt (rather than respond to) creationists’ counter-arguments, such as their downplaying of historical science. I would greatly value comments on this approach.
There are sciences, such as physics and chemistry, where we can perform experiments. There are other sciences, such as the science of planetary motion (and astronomy in general) where we cannot do this, but we can still carry out repeated observations in well-controlled circumstances, and devise theories with whose help we can make definite predictions. All of these are what I will call rule-seeking sciences. At the other extreme, we have sciences such as palaeontology and much of geology, which one might call historical sciences.1 With these, the aim is not so much to establish general rules, as to unravel and explain the specifics of what happened in the past. It is usual to regard the rule-seeking sciences as the most rigorous, to which the others should defer. This shows a deep misunderstanding of how science works, and, time and time again, when historical and rule-seeking sciences have come into conflict, it is historical science that has triumphed.
Dec 20 is the anniversary of the Kitzmiller decision, an early Christmas day present for science and common sense. But when I first wrote here “Judge E. Jones III’s ruling is … unlikely to be challenged unless at some later date the US Supreme Court acquires a creationist majority” I had not foreseen a creationist Vice-President. Take nothing for granted.
Kitzmiller v Dover Area School District, in which judgment was pronounced on 20th December 2005, is the court case that established that Intelligent Design is not science, but a form of religiously motivated creationism, and as such may not be taught in publicly funded schools in the US.This is a shortened version of what I told the students at Texas Academy of Mathematics and Science, University of North Texas’s early admissions programme, whom I was privileged to be teaching at the time of the trial. I have omitted my discussion of the embarrassing Intelligent Design pseudotext, Of Pandas and People, and the even more embarrassing statement that the Dover School Board instructed teachers to read, for reasons of space and because I have discussed them here before. I have tried to avoid rewriting in…
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EVOLUTION: What the Fossils Say and why it Matters, Donald R. Prothero (2nd edition)
If you are interested in evolution, get this book. And make sure that your library gets it. And your children’s highschool library. Incidentally, it’s incredible value; list price $35.00/£27.95 from Columbia University Press, with over 400 lavishly illustrated pages.
The book is a comprehensive survey of the fossil record, supplemented at times with other evidence, and framed as one long argument against creationism. It opens with a general discussion of the ideas behind current evolutionary thinking, moves on to a survey of specific topics in (mainly animal) evolution, from the origins of life to the emergence of humanity, and concludes with a brief discussion of the threat that creationism poses to rational thinking. The argument is laid out clearly in the seemingly artless prose of an accomplished writer in love with his subject matter, with plain language explanations that presume no prior knowledge, while the detailed discussions of specific topics give enough detail to be of value, I would imagine, even to a professional in the field. The author is an experienced educator and researcher, with thirty books ranging from the highly technical to the popular, some 300 research papers, and numerous public appearances to his credit, and the work is copiously illustrated with photos, diagrams, and drawings by the author’s colleague, Carl Buell. These illustrations are an integral part of the work, graphically displaying the richness of the data at the heart of the argument. Read the rest of this entry
Engagement, suspense, and dramatic denouement; I wish someone had told me the importance of these at the beginning of my career, instead of leaving me to discover it half way through
One of the mantras drilled into the heads of graduate students as they prepare their oral meeting presentations is “tell them what you are going to tell them, then tell them, then tell them what you told them.” The point being to make sure that the audience knows what you think is important. And at a meeting, this can be pretty significant as folks wander in and out of a room or are distracted. That first part tells them what they should really look for (and it helps to remind the student what they are emphasizing), the last is to reaffirm that the desired goal was in fact met.
But this is probably a lousy format for a colloquium talk and even lousier for a public talk. Think of the storytellers out there and how their stories go. Does Hans Christian Anderson tell you what happens to the Little Mermaid…
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Teaching biology without mentioning evolution is like trying to teach chemistry without mentioning atoms. If you deny evolution, you have to deny the entire fossil record and also all the evidence of molecular biology. And evolution has nothing to do with religion. Within all the world’s great religions, there are thinkers who accept the evidence for evolution, and regard evolution itself as one of God’s creations. We do not allow scientists to tell religious leaders how to teach religion, so why should we allow religious leaders to tell scientists how to teach science?
Commenting on the recent decision by the Iraqi government to remove evolution from the school textbooks, I wrote these words to one of my many new-found Iraqi friends , a young man in Mosul now able to speak his mind after three years of Isis suppression; he then quoted me on Arabic-language Science News, أخبار العلوم – Science News, which has led in the first 12 hours to a brisk correspondence, more than a thousand likes, over fifty shares, and some not always friendly commentary in which chimpanzees feature prominently in my own assumed ancestry. I can only express my admiration for someone who, sheltering somehow in the ruins of that city, finds time to think of such things.
1] My piece on evolution in The Conversation was noticed by a Baghdad-based Arabic-language blog
The Discovery Institute, self appointed spokesman for Intelligent Design theory (i.e. cryptocreationist obscurantism) has singled out my piece in The Conversation, How to slam dunk creationists when it comes to the theory of evolution.
My piece argues that we should be talking about the evidence, not about the meaning of words. In particular, I take exception to the National Academy of Sciences definition of a theory as “supported by a vast body of evidence”, on the grounds that calling something a theory tells us nothing about how well supported it is. The Discovery Institute uses fancy layout to quotemine what I said, so that my criticism of the National Academy is made to look like approval, before taking exception to the National Academy of Sciences definition of a theory as “supported by a vast body of evidence”, on the grounds that calling something a theory tells us nothing about how well supported it is.
In passing, the DI also tells us that “Sahelanthropus … is thought by some to just be a female gorilla.” Eat your heart out, Smithsonian.
I’m honoured by such well-informed and well thought out attention. And while the DI’s article is unsigned, connoisseurs of Creationism will understand my additional delight at having Casey Luskin and Douglas Axe listed among my accusers. With enemies like this, who needs friends?
At the time of writing, my piece has attracted 78,000 hits [update: 95,000 hits] and been featured by Newsweek, Business Insider, The Raw Story, RealClearScience, and others. My thanks to Jane Wright, at The Conversation, whose skilful editing helped make all this possible.
[The read count by end 2017 was >307,000, with ~250,000 additional hits via Yahoo! News. The article was also translated into Arabic by the Iraqi Translation Project]
I have a Thunderer piece (opinionated editorial) in The Times. The Times itself was nicknamed “The Thunderer” back when it was the UK’s leading newspaper of record. Some might criticise me for submitting to it now that it’s Murdoch, but I think the need to communicate trumps considerations of ideological purity. (I would, however, draw the line at The Sun.)*
Background: As regular readers will know, the Scottish Secular Society petition to remove unelected Church appointees from Local Authority Educating Committees has been closed, but on the most favourable possible terms. The Scottish Government has undertaken to review the equalities implications of its current reorganisation of education, and, in addition, to consider the points that we raised. The Public Editions Committee has thanked us for raising these important issues, invited us to re-submit our case if, after reorganisation, that still seems necessary, and has forwarded the matter to the Education and Skills Committee, which will be considering this issue as part of its overall discussion of the reorganisation.
Thunderer piece: This is my orginal version. The version as published, slightly cut back for reasons of space, is here. Here I give the most significant sentence that was cut back, with omissions restored and highlighted, followed by the full original text.
There is need for discussion of the entire role of religion and religious organisations in education, within an increasingly non-religious Scotland, covering such matters as the Religious Observance requirement, the nature of Religious Education (too often based on teaching one particular doctrine as true), and the inclusion, in Catholic schools, of factual information about human sexuality and birth control in Religious and Moral Education, under the control of the Council of Bishops, whose own experience of these matters is highly untypical.
Full original text: Under legislation dating back to 1929 and beyond, Read the rest of this entry
For full background on the Scottish Secular Society’s petition for the removal of unelected Church representatives from Local Authority Education Committees, see here, and for the most recent posting on the topic see here. Now read on:
It’s complicated. Our petition, though closed, is very much alive, and has achieved its objectives, unless, of course, it hasn’t.
The Public Petitions Committee (full report below) tells us that the petition has done its work. Maybe; we suspend judgement until we see the shape of Scotland’s post-review educational system. And if we don’t like what we see, the Committee has invited us to reopen the issue. At that point we will actually be in a stronger position than if the petition had been left open, since in a new submission we will be able to tailor our arguments to the situation as it will then be. (And one change in the situation, in the few days since the Committee met, is a further reported decline in religious affiliation in Scotland, especially among the young.)
Meantime, we are thanked for raising important issues, the Scottish Government has undertaken to review our concerns, and the matter has also been forwarded to the Education and Skills Committee, who will assuredly bear it in mind when the time comes to discuss the promised educational reorganisation. By a remarkable coincidence, the Convener of the Petitions Committee is the same person as the Deputy Convener of Education and Skills. Moreover, the membership of Education and Skills includes Tavish Scott (MSP for Shetland), a declared supporter of the reform that we seek, so we can be confident that the issues will receive full attention. So, more to the point, can the Scottish Government as it drafts its plans for education change.
To quote the petition’s website https://www.parliament.scot/GettingInvolved/Petitions/ChurchAppointees “29 June 2017: The Committee agreed Read the rest of this entry