67,355 direct hits from 146 countries. An unknown additional number from being reblogged on other sites, and from other blogs which I have contributed. I am particularly proud of the links I have established with blogs aimed at explaining evolution to religious believers. In my view not the least of the intellectual crimes of the creationists is their arrogant claim that theirs is the One True Understanding of ancient texts, and unbelievers and thoughtful believers are natural allies in the never-ending struggle against obscurantism.I am also gratified by the way in which material from this blog has found its way into newspapers in both Scotland and England, and even, recently, into Forbes Magazine, because of the effect of this on public opinion.
The most popular post, overall, must have been Socrates, evolution, and the word “theory”, since this, in its 3 Quarks Daily version, reached the #4 spot on Reddit Philosophy. Next, probably, comes The natural, the supernatural, and the nature of science which appeared on ScientiaSalon, Massimo Pigliucci’s platform for professional-level discussion between philosophers and scientists (Massimo accepted this while totally disagreeing, as he made plain in his comments, with my conclusions). This in turn was based on two posts here on science and the supernatural; The natural, the supernatural, and the nature of science and Why we get it wrong and why it matters. These posts share a single theme, namely the limited value of purely verbal arguments. If we accept that all men are mortal and that Socrates is a man, then, just as the classical theory of syllogisms tells us, we must conclude that Socrates is mortal. But, as Bertrand Russell pointed out many years ago, we have not actually learnt anything from this process, because we would not have agreed that all men are mortal unless we were committed to accepting the mortality of Socrates in the first place. And those who claim that science of its very nature excludes the supernatural are laying themselves open to the only valid criticism to emerge from the twentieth century revival of creationism, namely that such a presumption begs the question regarding supernatural intervention. I follow Maarten Boudry in saying that on the contrary, science does not exclude the supernatural, but regularly examines it and finds it wanting.
On this site itself, the most visited post was Noah’s Ark Zoo Farm Responds to Criticism , in which the Zoo Farm compounded the intellectual offences pointed out by Alice Roberts, followed by Evolution is a lie says the school. Good curriculum, says England’s School Inspectorate (the school in question was following the ACE curriculum, described by my friend Jonny Scaramanga) and Why I do NOT “believe in Darwin’s theory of evolution”. The most significant in their effects, I hope, have been the recent series regarding creationist infiltration into Scottish schools, and current endeavours to persuade the Scottish Government to issue guidance against this.And one popular post providing a reference resource of ongoing value is PhD Thesis of Sylvia Baker, founder of “Christian” (i.e. Creationist) Schools Trust. This spells out precisely what creationist tactics are regarding the teaching of evolution, history, and morality, and the extent to which they are successful.
As mentioned, I have had visits from 146 different countries. Largest in terms of population, India and China (yes, I did get one hit from China narrowly defined, plus I think a few from Hong Kong), smallest, Faroes. I find the numbers encouraging, but even more encouraging is the quality of some of the followers I know I have attracted, and the breath of the blog’s reach. Most readers are from the UK (hardly surprising, since I write so much about what is happening there), with the US and Canada not very far behind, but what gladdens me even more than these are the hits from less obvious places, from all the countries of South America and South-east Asia, and from every country in the Middle East except Syria and Iran, but including Libya and the rest of North Africa, and even one lonely embattled reader from Afghanistan.
I will shortly be posting about my plans for the future, and in particular my hopes to move away from the current political preoccupations that now distract me more than I would wish from thinking about the underlying science and how to present it. But whether this will happen depends on events far beyond my control.
In conclusion, I would like to thank my readers, comment-makers whether they agree with me or not, the managers of the other sites on which I have posted blog pieces, and the many individuals, some named in individual pieces and some not, to whom I am intellectually indebted. To all of you, a happy and productive New Year.
Maranatha Christian School, featured in a BBC news report this week, teaches that the Earth is 6,000 years old, that this is a scientifically established fact, and that evolution has long since been scientifically disproven. Then why do some scientists still advocate it? Because they don’t want to admit the existence of a God to whom they would be morally responsible. It is these same benighted evolutionists who are responsible for the theory that the Sun is powered by nuclear fusion., whereas in reality it is powered by gravity, and shrinking at such a rate that it would have been large enough to engulf the young Earth if the Earth really were millions of years old. But of course we shouldn’t be contemplating any such silly idea, because God has told us different and that settles it. The waters above the firmament in Genesis 1 ended up feeding Noah’s flood, which was accompanied, as in Henry Morris’s “Creation Science,” by fierce volcanic activity. Obsidian cliffs (!) prove that Yellowstone was once under water. Geological strata match flood geology, but not the Old Earth geology favoured by “some” [sic] scientists. Fossils were caused by rapid burial under flood sediments. Random mutations could not have led to progressive evolution; proving this “fact” is a stated course objective. Evolution in any case defies the laws of thermodynamics, which are clearly referred to in the Bible. All this and more is in the ACE (Accelerated Christian Education) curriculum, and you can find out much more about it at Leaving Fundamentalism, the website of my friend Jonny Scaramanga who speaks of ACE education from bitter personal experience. Despite all this, the school was rated “Good” last October by Ofsted, the English Schools Inspectorate, as are numerous other schools using the same curriculum. Why? Because, among other things like having improved on earlier safety standards,
Teaching and the curriculum are of good quality. Work is highly individualised and is mostly well matched to pupils’ capabilities. … Pupils demonstrate high levels of independence when learning…
In reality, Jonny tells us, pupils in ACE schools sit in individual carrels as they work through identical rigidly defined modules, albeit at their own speed, and are evaluated on their ability to answer multiple choice questions restricted to the content of these modules, while the role of the teachers is largely restricted to answering questions based on the text. This may explain why several staff members at Maranatha, described as monitors or supervisors, appear from the school’s web site to have no academic training or teacher training at all, other than that provided by ACE. But I have omitted a very important part of the report:
Pupils’ spiritual development is promoted outstandingly well. Christian beliefs and values permeate all aspects of school life.
When I hear the words “Christian beliefs and values,” I always wonder what they mean. What beliefs and values, for instance, are shared by American Tea Party politicians, the Pope, liberal think-tanks like Ekklesia, Unitarians (sometimes described as believing that there is at most  one God), and the Free Presbyterian Church of Scotland which refuses to celebrate Christmas? Happily, in this case, the school tells us how it defines Christianity in the Statement of Faith on its web site:
The Bible is the supreme final authority in all matters of doctrine and conduct… the original creation of all things by God for His own pleasure in six literal days
(Appeal: when you come across such revealing statements of faith or other matters from educational establishments, first take a screen shot since they have a strange habit of disappearing when publicised, and then please send me a copy for my files.)
How, I wonder, does the Bible display its authority in everyday matters? First, from a biology module, on why cheating on the job or at school is wrong. Illustrated by a father-son dialogue:
“The Bible tells us that we should be ‘subject’ to those who are in authority over us because those who are in authority have been placed in that position by God. If I fail to obey my employer, I also fail to obey God.”
“ I see what you’re saying, Dad. God has placed the school personnel in authority over me. If I disobey them, I also disobey God.”
Then on matters of social policy. Here the Ace curriculum is quite explicit:
“In economics, politics, theology, and so forth, people take their personal position somewhere on the spectrum between the two extremes of the left and the right. They think, make decisions, and act based upon their position.
“Each man’s philosophy is rooted in his relationship with God. Therefore, where he settles on the spectrum depends on his relation to Biblical absolutes.”
So there you have it. Left Wing bad, Right Wing good, and the more Right Wing the better. That’s because the Left are godless and have no values. If this is not extremism, what is? And yet, the BBC tells us, of the nine ACE schools inspected by Ofsted since the start of 2013, eight of them were rated either good or outstanding. I can only wonder whether they would have come up with the same ratings if the values that “permeate all aspects of school life” had been based on any other faith or lack of faith, or if the Wisdom message had been that the Left, rather than the Right, had a monopoly of virtue. According to the BBC,
Ofsted said it had previously not been authorised to assess the schools’ curriculums – only the quality of their teaching and leadership – but that under a “new tougher inspection regime” for independent schools introduced in April schools were now “expected to teach a broad and balanced curriculum”.
Is this change going to help things? I doubt it. Ofsted may say they were not seeking to examine the curriculum at the time it last inspected Maranatha, but they did so anyway, describing it as “of good quality.” To be fair, the ACE curriculum only takes up a little more than half the school day, I have only focused on Maranatha because it happened to feature in the BBC story, and I have indirectly heard good things about Maranatha’s non-ACE activities. None of this, however, excuses it from espousing as its core activity a curriculum that presents creationist twaddle as real science, grants a monopoly of Christianity to a lunatic far-right fringe, and impugns the motives and credentials of generations of scholarly believers who seek to accommodate their understanding of Scripture to scientific reality, from John Ray in the 17th century through Darwin’s friend Asa Gray to Ken Miller, Francisco Ayala, and Francis Collins in our own day.
What of the BBC? They, after all, have a responsibility to a far wider audience, if a less individually powerful one, than Ofsted. In some ways, they come out of it rather well. They gave Jonny Scaramaga a good radio billing (BBC iPlayer here, 12/06/2014, 1:09:29 on; a planned TV billing was trumped by the breaking news from Iraq). And their news piece, to which this is a response, gives ample space to ACE’s critics. But how do they describe ACE’s teaching on evolution? As “particularly controversial.” No, it is not “particularly controversial”; it is flat out wrong. And ACE’s teaching of Young Earth creationism’s imaginative fiction as correct science doesn’t even get a mention, nor does its strange views on how religion relates to politics. But for a broadcaster, as for any journalist, time is limited, so I think we can forgive them. Not so UK’s NARIC, National Academic Recognition Information Centre. All EU states, and many others, have such centres which advise on the value of qualifications obtained in other countries, and other non-standard qualifications, so what they say matters. NARIC UK aroused alarm and dismay by recognizing ACE-based qualifications, and even after public questioning has continue to advise
that, despite the acknowledged differences in modes of learning, the ICCE [International Certificate of Christian Education, keyed to ACE] qualifications compared broadly to CIE [Cambridge Internal Examinations] O and A levels with regard to their learning outcomes and knowledge competencies. …
In particular, as part of this later study some issues were observed with the Biology programme, which were reported back to ICCE with recommendations on the redevelopment of certain aspects of the programme to ensure closer comparability with the academic level of A and O level qualifications. …
As a commissioned report to ICCE, UK NARIC are therefore not in a position to disclose any detailed content without the client’s consent. However, given the level of interest in the ICCE awards by universities and employers, and with permission from ICCE, an information section on the ICCE qualifications and the ACE curricula has been included in UK NARIC’s International Comparisons database, which may be accessed by registered users.
In other words, they won’t explain the reasons for this decision to the likes of you and me, because this is a study that ICCE paid for. Words fail me. What should now be done? Professor Alice Roberts has suggested that the teaching of creationism be banned in all schools. I see problems here; where in a court of law would you draw the line between teaching about creationism, as is surely appropriate when discussing the history of ideas, and teaching creationism as such? Besides, I have qualms about such close micromanagement of schools outside the public sector, given my opinion (as should be clear from this article) of the quality of management services that Government agencies and their like currently provide. But we can at least stop pretending that it has any merit, stop recognizing schools that practice it, stop accepting it as any kind of qualification, and stop funding all schools including preschools that provide it. Wouldn’t that damage pupils already in the system? Yes it would, but no more than leaving things as they are. I thank my BCSE colleagues, and Jonny Scaramanga, for useful discussions.  But even this condition seems to be relaxed nowadays, with the Unitarian Church admitting pagans.  For completeness, I should also mention that Christian Education Europe, who market ACE in the UK, have issued a statement to the BBC, in which they say
Our curriculum does point to God as the creator; this is a view we are entitled to hold as there is enough robust debate around the question of evolution/creation within the scientific community itself to make this a valid decision, based on personal choice.
Note the multiple confusions between the scientifically neutral idea of God as creator, the existence of robust debate among evolutionary scientists, and the specific claim of anti-scientific creationism. CEE go on to justify this claim by linking to the writings of one Jonathan Sarfati, a Ph.D. chemist who works with Creation Ministries International. The Sarfati material starts with a common misrepresentation of something written in 1929, so often repeated by creationists that I discussed here a few months ago, and goes downhill from there. For my fellow chemists: Sarfati has published on tetraphosphorus tetraselenide. I have published on tetrasulphur tetranitride. Obviously, our paths were meant to cross.
ACE Infantile creationist burblings rated equivalent to UK A-level (school leaving; University entrance) exams
If you care about education, or truth, or science, or standards, please help me publicise this link: http://leavingfundamentalism.wordpress.com/2013/12/09/33-jaw-droppingly-bad-multiple-choice-questions-from-accelerated-christian-education/
This is tiktaalik, a fish-tetrapod intermediate discovered in 2004 and described by Shubin et al. in Nature in 2006. ACE (Accelerated Christina Education) will tell you such intermediates do not exist. But that’s the least of their nonsense.
I am writing this post to draw your attention to http://leavingfundamentalism.wordpress.com/2013/12/09/33-jaw-droppingly-bad-multiple-choice-questions-from-accelerated-christian-education/, and links therein, in which my friend Jonny Scaramanga shows the following:
ACE is incredibly bad. It tests by using multiple choice questions that are an insult to the intelligence. See for example this, for 17 – 18 year olds, the University entry class, after studying the play in question:
Macbeth was probably written to honor (a) Macbeth (b) Shakespeare (c) James I (d) God whose ancestors came from Scotland.
Or if that’s too difficult for you, try these, for ninth graders:
Answer true or false: Leif Ericsson played shortstop in the Icelandic League
The Bible teaches that ____ is the center of the universe and the Creator of all things (a) man (b) God
And much much more.
And a prize-winning collection, if prizes were available for such a thing, of mis-statements about evolution, creationism, and science. They may have backed down in the UK and Australia on their claim that the Loch Ness Monster is a real live plesiosaur, but they still teach this in the US. They also have such old favourites as the “dinosaur” caught by Japanese fishermen, the non-existence of intermediate forms, denial of nuclear fusion in stars (an invention of evolutionists, who want to pretend that the Sun is more than 6000 years old), evolution as an act of faith, and much much more (see here and here).
As Jonny shows, this load of drivel has been officially rated by NARIC as equivalent to Advanced Level, the standard UK University entrance qualification, and ACE nursery schools receive UK taxpayer funding. His post also gives details of funding and/or accreditation in the US, South Africa, and New Zealand. ACE, he tells us, claims that its curriculum is being used in 192 countries and 6000 schools worldwide.
So all over the world, well-meaning parents are, at their own and occasionally at public expense, buying an “educational” program that systematically misinforms (Jonny, himself a survivor of ACE, gives other survivors’ stories here). The banality of its materials shows it to be unfit for its stated educational purposes. Worst of all, this programme conceals from those who use it the realities of the wonderful world (indeed, some of my friends would say, the wonderful God-given world) that we have the good fortune to live in.
This must stop. Spread the word.