[Disclosure: World Scientific published my own first non-technical book, From Stars to Stalagmites, in 2012.]
Update July 23: this book has been absent for a week from the WSPC web site. I am told that the matter is under consideration by WSPC management. In the circumstances, I have taken down my posts on the subject, and hope not to have to reinstate them.
Update July 29: World Scientific asked me for a full review of the book. I have sent it to them, with a cover note saying that I hope never to have occasion to publish it. All that fine invective, never to see the light of day! But fair’s fair.
Update Sept 27; It’s back on the menu. Too puerile to require rebuttal, too insignificant to be worth publicising by protest. So I’ll leave it at that, and simply bear in mind that World Scientific’s imprimatur is now worthless.
From Louisiana through the Discovery Institute to Glasgow, examples of the creationist obsession with Darwin (and inability to quote him correctly) continue to accumulate.
You may have heard of the Louisiana Science Education Act (how’s that for protective colouring?), which allows creationism to be taught in the State’s publicly funded schools in the name of “academic freedom.” The law was apparently suggested to State Senator Ben Nevers by the Lousiana Family Forum, whose upcoming Leadership Academy, to be addressed by Governor Bobby Jindal, promises to “teach you how to defend Conservative principles within policy!” (Exclamation mark in original. I set the last two links at “No-Follow”)
And now here’s the bit that’s relevant to my theme, courtesy Zack Kopplin. To quote Sen. Nevers, the Louisiana Family Forum “believe that scientific data related to creationism should be discussed when dealing with Darwin’s theory.” So there are scientific data relevant to creationism (what, I wonder?), but a century and a half of evolutionary science are merely “Darwin’s theory”. As in, the Earth goes round the Sun in an elliptical orbit is “Kepler’s theory”, and stuff is made out of atoms is “Dalton’s theory”.
Stephen Meyers’ Darwin’s Doubt uses similar tactics, from the title on in. The contents give us three references to Darwin in its 23 chapter and section headings; “Darwin’s Nemesis”, “After Darwin, What?”, and “The Post-Darwinian World and Self-Organisation”. Darwin’s name also occurs seven times on the book’s front flap. This (free view on Amazon) presents one short argument, to introduce one very long book, based on compressing the Ediacaran and Cambrian radiations, ignoring everything we know about the events leading up to them (see Robert Hazen’s Story of Earth for a good brief overview), and comparing the resulting mystification with the problem of the origin of life. The index gives ten subheadings and 21 page references for Darwin, and sixteen subheadings and 43 page references to “Darwinian evolutionary theory”. These include six to “Agassiz’ challenge”; that’s Louis Agassiz, who was generously acknowledged by Darwin for his discovery of the Ice Ages, and died 1873. And I nearly forgot: twentysix subheadings and 38 page references for “neo-Darwinism”. For comparison, Carl Zimmer and Douglas J. Emlen’s Evolution; Making Sense of Life (one of the few textbooks I have come across that is actually a pleasure to read) has 16 subheadings and 33 page references to Darwin. And for “Darwin’s theory”, “Darwinian theory”, or “neo-Darwinism”? None at all. Indeed, I cannot recall when I last came across those expressions, other than from a historian or a creationist.
And of course Glasgow’s own Centre for Intelligent Design, a Discovery Institute echo chamber, has done its poor best to support Stephen Meyer. How? By mangling Darwin to totally shift his emphasis, and refocus it on Meyer’s chosen pseudoproblem. You will find the full gory details here on my friend Robert Saunders’ blog, Wonderful Life. There is also more about Meyer’s book on the BCSE website; I discussed it here, but think Nick Matzke’s dismemberment may be impossible to improve on. Disclosure: I lectured about “Dalton’s theory”, though I didn’t call it that, to Alastair Noble, now the Centre’s Director, many years ago. I like to think my teaching has improved since then. But at least I wasn’t responsible for teaching him about biology, or geology, or complex systems theory, or elementary logic, so perhaps I shouldn’t blame myself too much for what he’s been up to since.
Don’t say “Darwin” when you mean “evolution”. It’s about as useful as saying “Dalton” when you mean atoms. Our understanding of atoms has moved on enormously since Dalton’s time, and our understanding of evolution has moved on similarly since Darwin’s. Neither of them knew, or could have known, the first thing regarding what they were talking about, and both would be delighted at how thoroughly their own work has been superseded.
Dalton didn’t know anything about the forces that hold atoms together, which depend on electrons and quantum mechanics. In fact, he didn’t even know about electrons. Darwin was equally ignorant about the nature of biological novelty, which comes from mutating genes. In fact, he didn’t even know about genes. Chemistry has advanced enormously since Dalton, just as biology has advanced enormously since Darwin, although atoms remain central to chemistry in much the same way that evolution remains central to biology.
So why is discussion of evolution still saturated with Darwin’s name? In part, I think, because that’s the way the opponents of evolution want it. By identifying evolution with Darwin, they continue to breathe life into the controversies of the mid-19th century. At the same time, it helps them pretend that modern biology is just one individual’s point of view, rather than a mature science based on the work of thousands of investigators. Very recently, creationists have taken to invoking Darwin himself for their cause, in such titles as Darwin’s Doubt and Darwin Strikes Back. This is an extremely powerful rhetorical tool; if even Darwin was puzzled by [whatever], surely we “Darwinians” should be too. Closely related is the device of presenting creationism under the guise of even-handed debate, as when a creationist pseudo-textbook (which mentions Darwin on almost every page, but not in the index) calls itself Explore Evolution; the arguments for and against neo-Darwinism, or in the list below, where a creationist comic goes by the name, What’s Darwin got to do with it? A friendly discussion …
And while we’re on the subject of unhelpful language, don’t say “theory of evolution” when you mean the well-established facts of historical and continuing change over time, and of common ancestry. And if you find yourself in the position of explain the difference between a scientific theory (coherent intellectual structure developed to explain a range of observations), and the use of the word “theory” in everyday use (provisional hypothesis), you have blundered into a morass. Back out again.
But back to Darwin. You can see what I mean if you just look at the names of the books written by the new enemies of scientific biology, from Darwin’s Doubt (Meyer, 2013) all the way back to Darwin’s Black Box (Behe, 1996) and beyond. This week I came across further examples, The Darwin Conspiracy (Roy Davies, 2006), which portrays Darwin as a plagiarist, and, while checking its details, an even more lurid book of the same name by John Darnton, which portrays him as a murderer. To be fair, Darnton does not pretend that he is writing anything other than fiction, although surely he was writing with half an eye on the creationist market.
To test my idea, I went online to Amazon.com, and typed “Darwin” and “Darwinism” in the search window. Here are some of the books by creationists that I came up with; a lot of the names were all too familiar, but I never realized that Rick Santorum had actually got his name on a book:
Darwin’s Doubt (Meyer, 2013)
Dehumanization: A Product of Darwinism (David Campbell, 2012)
How We Got Swindled By Wall Street Godfathers, Greed & Financial Darwinism (E. Henry Schoenberger and David Satterfield, 2011)
Evolution by Intelligent Design: Debate is Over – Darwinism is Extinct (Gabor Lingauer, 2011)
Exposing Darwinism’s Weakest Link: Why Evolution Can’t Explain Human Existence (Kenneth Poppe, 2008)
Explore Evolution: The Arguments For and Against Neo-Darwinism, (Stephen C. Meyer, Scott Minnich, Jonathan Moneymaker and Paul A. Nelson, 2007)
The Edge of Evolution: The Search for the Limits of Darwinism (Michael Behe, 2007); Since Behe clearly believes that biological complexity is the work of a designer who operates independently of natural laws, I include Behe as a creationist, although he would deny this)
Doubts About Darwin: A History of Intelligent Design (Thomas Woodward, 2007)
Darwin’s Nemesis: Phillip Johnson and the Intelligent Design Movement (William A. Dembski and Rick Santorum, 2006)
Darwin Strikes Back: Defending the Science of Intelligent Design (Thomas Woodward and William Dembski , 2006)
The Politically Incorrect Guide to Darwinism and Intelligent Design (Jonathan Wells, 2006)
Reclaiming Science from Darwinism: A Clear Understanding of Creation, Evolution, and Intelligent Design, (Kenneth Poppe, 2006)
The Naked Emperor: Darwinism Exposed (Antony Latham, 2005)
Uncommon Dissent: Intellectuals Who Find Darwinism Unconvincing (William A. Dembski, 2004)
Darwinism, Design and Public Education (John Angus Campbell and Stephen C. Meyer, 2003)
Darwinism and the Rise of Degenerate Science (Paul Back, 2003)
The Collapse of Darwinism: Or The Rise of a Realist Theory of Life (Graeme D. Snooks, 2003)
Human Devolution: A Vedic Alternative to Darwin’s Theory (Michael A. Cremo, 2003)
The Case Against Darwin: Why the Evidence Should Be Examined (James Perloff, 2002)
Moral Darwinism: How We Became Hedonists (Benjamin Wiker and William Dembski (Jul 12, 2002)
Darwinism Under The Microscope: How recent scientific evidence points to divine design (James P. Gills, 2002)
Shattering the Myths of Darwinism (Richard Milton, 2000)
What’s Darwin Got to Do with It?: A Friendly Discussion About Evolution (Robert C. Newman, John L. Wiester and Janet Moneymaker, 2000)
Evolution Deceit: The Scientific Collapse of Darwinism (Harun Yahya and Mustapha Ahmad, 1999)
Tornado in a Junkyard: The Relentless Myth of Darwinism (James Perloff, 1999)
Defeating Darwinism by Opening Minds (Phillip E. Johnson, 1997)
Darwin’s Black Box (Michael Behe, 1996)
Darwinism, Science or Philosophy? (Phillip E. Johnson et al., 1994)
Darwin on Trial (Phillip E. Johnson, 1991)
Darwinism : The Refutation of a Myth (Soren Lovtrup, 1987)
There are also references to “materialist neo-Darwinism”, but since I don’t pretend to know what a “materialist” is, and whether I or for that matter Darwin would qualify, I decided to let that go.
And so on, all the way back to The Refutation of Darwinism: And the Converse Theory of Development; Based … Upon Darwin’s Facts, (T Warren O’Neill, pre-1923)
Some time, you may want to start a conspiracy theory. If you want to learn how to do this, you cannot do better than study the antics of the creationists, and especially their Discovery Institute (DI) think tank.
Creationists absolutely need to have a conspiracy theory. That is because their position contradicts everything that scientists have been telling us for the past 200 years, or even, in its Young Earth version, the past 300 years. If creationism is true, the entire intellectual establishment has been lying to you.
All conspiracy theories work the same way. Like the most unpleasant kinds of religion, they divide humanity into two groups, the illuminated and the benighted, and offer membership of the illuminated, if you will only accept their central doctrine. To qualify as a conspiracy theory, that doctrine has to pour scorn on the most obvious or scientifically validated explanations of the facts, and replace them with the belief that these explanations, or indeed these facts, are fabricated by a close-knit group of wicked people (in this case, the Wicked Evolutionists, or WE), cynically manipulating the evidence for their own disreputable reasons. Once this belief is in place, it is self-sustaining, since all evidence to the contrary is tainted, coming as it does from the Unscrupulous Scientists (US).
The next step in setting up your conspiracy theory is to find a group of people who already want to believe you. Most of us, after all, spent most of our thinking time in looking for evidence in favour of what we want to believe. So find a group of people who already have reasons to want your claims to be true. They might, for example, wish to believe that the Government is hiding evidence of UFOs, or that NASA is a giant scam, or Barack Obama should not be President of the United States, or that Government should not interfere with the operations of industry.
Then give them an excuse, however flimsy, for believing. Believing that aliens landed at Roswell, or that the Moon Landings were faked, or that Obama was born in Kenya, or that there is no such thing as man-made global warming. Or, at least, for believing that the topic is controversial. If all else fails, your own voice raised in denial of reality can be used as evidence that the controversy is real.
You’ve now got US in a cleft stick. If WE ignore you, you can continue unchallenged. If WE reply to you, that proves that there really is a controversy. And if WE try to explain that there is nothing worthy of a reply, you can claim, as William Lane Craig claimed when Richard Dawkins refused to debate with him, that WE are scared of you.
Finally, you have to convince your target audience that it matters. Here the creationists have it easy. For most people, at least for most people outside some parts of Western Europe, religion matters. If the Bible is literally true, as a lot of people would like to believe, then evolution is wrong and WE are spreading false doctrine. Moreover, since WE are smart people (no self-respecting conspiracy theory would claim that Nobel Prize winners as a group are stupid), WE must be spreading that false doctrine for non-scientific reasons. And what might that reason be? Obviously, naturalism is a form of materialism which is a form of atheism. It is therefore the scientific, as well as the religious and moral, duty of creationists to refute what WE are saying. Hence the DI’s notorious Wedge Strategy. Refute evolution, and the way is open, as the wedge Document says, to refute “scientific materialism” [emphasis in original] and reinstate “theistic understanding.”
Time to illustrate by example. And a good example it is; the DI members are really very good at what they do. This one comes from the cover letter that the Discovery Institute recently sent out with its pamphlet for parents, A Parent’s Guide to Intelligent Design. My excuses for publicising here are that it is going to reach its target audience without any help from me, and that this particular example is in fact rather instructive. I take a perverse pleasure in showing ways that we can learn, from creationist materials, what the creationists themselves refuse to learn.
So here it is, reproduced solely for purposes of discussion and review. Emphasis in the original:
Dear [first name]:
Textbooks and teachers stop teaching myths about evolution when the mainstream media admit textbooks are wrong … don’t they?
Not if the data challenges Darwinian evolution.
… Retelling outdated myths about the Miller-Urey experiment and the origin of life and wrongly telling students the experiment correctly simulated gases present on the early earth …
The evidence challenging evolution is beginning to outweigh the evidence that supports it. But will your kids learn about that in their science classes? Unfortunately, probably not.
To help parents understand all the aspects of the debate over Darwinian evolution and intelligent design we created a free 28 page e-booklet A Parent’s Guide to Intelligent Design: Resources to help you and your children understand the debate between Darwinian evolution and intelligent design.
The free booklet comes with a request to donate, but whether that Discovery Institute really needs that money, or whether it is just another device to generate commitment, we can only speculate.
Let’s look first at the overall structure, and then at the specific claim, (which is actually one of four; but life is short).
Starting off with the initial rhetorical question, and its proposed answer. Here the purpose is clear, while the language, quite deliberately, is not. Note the reference to the mainstream media, suggesting that it is the biology teachers and textbook writers who are the fringe group. The nudge nudge, wink wink, dot dot dot layout establishes intimacy; reader and writer bonded together by a common understanding. Finally, the question and answer format introduces an element of deniability that you will find throughout the creationist literature. “We don’t say evolution is wrong, we just draw attention to all the question marks about it.”
Now to the substance of the claim I’m examining, that the textbooks are “Retelling outdated myths about the Miller-Urey experiment and the origin of life and wrongly telling students the experiment correctly simulated gases present on the early earth.” 30 years ago, this claim might have had some validity, but not now. No matter. Once a claim enters the creationist literature, it takes on a life of its own. For example, Darwin’s lament about the incompleteness of the fossil record in 1859 is repeated as if it described the situation today, despite the existence of tons (literally) of evidence unearthed (literally) to the contrary. So let’s look at what actually happens in the Urey-Miller experiment, what it does or does not tell us, and how it is treated in 21st-century textbooks.
The original report of the Urey-Miller experiment relates it to Harold Urey’s cold accretion theory, which maintained that the planets formed so slowly that the gravitational energy of their formation was dissipated as heat. On this theory, the metal from iron-nickel meteorites would have been lying around on the Earth’s surface giving rise to a strongly reducing (i.e. hydrogen-rich) atmosphere. This theory did not survive the moon landings, and the discovery that most of the moon’s surface consisted of molten basalt. Nor does the experiment address the origin of biological polymers, or of organisation. Nonetheless, the experiment was, and remains, liberating. It destroyed the assumption that the building blocks of life are difficult to come by.
Changes in thinking since then have all been in the direction of making the production of these molecules seem easier. As Stanley Miller himself showed in one of his late (2002) papers, we don’t need a strongly reducing atmosphere. We certainly don’t need ammonia, the least plausible of his original ingredients because it is so readily destroyed by UV light, as long as we have nitrogen, N2, (which we certainly would have) and some source of energy powerful enough to split it into separate atoms (and we would certainly have had that, in the form of the Sun’s unfiltered UV light, back before the formation of atmospheric oxygen and ozone, as well as lightning). We don’t need large amounts of methane. Very small amounts, which could readily arise from geochemical processes (as seems to be happening on Mars), would do the trick, as would carbon monoxide, a component of volcanic gas; it was carbon monoxide that was used in Miller’s 2002 work. Organics could also have arisen by completely different pathways, including reactions at hydrothermal vents, or on sulphide mineral surfaces, and large amounts of organics would in any case have been brought to earth by comets. Comets, after all, are dirty snowballs. The snow is thought to have made a major contribution to the Earth’s oceans, and the dirt is a mixture of organic compounds. Simple organic molecules are a precondition for life as we know it. We do not know the relative contribution of the various possibilities to the inventory of such molecules on the early Earth, but we can feel confident that they were there – one way and/or another.
What about the textbooks? What do they say, what should they be saying, and how much justice, if any, is there in the Discovery Institute’s accusations?
To quote Ken Miller, who is, among other things, one of our most influential educators and textbook writers in biological science:
It’s absolutely true, of course, that the strongly reducing atmosphere Miller and Urey used for their first experiments is now not thought to be indicative of the primitive earth. Therefore, it would be a mistake to claim that these experiments “proved” anything about the actual biochemical pathways to life on earth.
However, these experiments were still absolutely essential in shaping our current views of prebiotic evolution.
Exactly. Urey-Miller demystified the production of the building blocks of life. For some decades, there was rancorous disagreement between those who paid high regard the original experiment, and the geochemists to whom such an atmosphere seemed increasingly implausible. However, once it became clear that the highly reducing atmosphere was no longer even necessary, the dispute faded into the background.
I have looked at half a dozen textbooks. One of them did in fact present the Urey-Miller atmosphere as realistic, which I regard as gross professional incompetence, rather than the deliberate concealment suggested by the creationists. However, even this text did mention reactions at mineral surfaces as an alternative. Every biology textbook that I have examined, with one exception, makes it clear that finding a possible source for the building blocks is not the same as explaining the origins of life. The exception is the 2012 text Evolution – Making Sense of Life, by Carl Zimmer and Douglas Emlen, which presents the isotopic and fossil evidence for Archaean life, but says nothing about its origin. And indeed, why should it? We don’t demand that a chemistry textbook gives an account of the origin of the atoms, nor could it possibly have done so during the 150 or so years between when Dalton put forward the first version of the modern atomic theory, and when Fred Hoyle and co-workers gave the first good account of the origin of elements heavier than helium.
So rest assured that your children’s textbooks will not retell “outdated myths about the Miller-Urey experiment and the origin of life”, but will, on the contrary, carefully distinguish between the formation of prebiotic organic molecules, and the origin of life itself. And even the few texts that are still guilty of “wrongly telling students the experiment correctly simulated gases present on the early earth” are careful to make this distinction.
And the Discovery Institute is doing what they always do superbly. Distorting reality.
This post may be freely reproduced in whole or in part for non-commercial purposes.
 Personal communication
Part I,Dalton and Darwin
Don’t say “Darwin” when you mean “evolution”. Don’t say “theory of evolution” when you mean the established historical facts of change over time and common descent. And above all, don’t say “Darwin’s theory of evolution” except in the historical context of the evolution of ideas. If you do, you are guilty of scientific, logical, historical, and pedagogical errors, and playing into the hands of our Creationist opponents.
Dalton is to the modern atomic theory, and the modern atomic theory is to chemistry, as Darwin(not to forget Wallace) is to evolution, and as evolution is to biology. But we don’t call our present perspective on atoms “Dalton’s theory”, and indeed, unless we are speaking historically, it sounds odd to even talk about “atomic theory” when we discuss atoms. So why should we refer to “Darwin’s theory”, and indeed why should we talk about the “theory of evolution” when we really mean the fact that evolution has taken place? I argue here that we shouldn’t, and that, given the ongoing opposition to the central facts of biology, it is actively damaging to do so.
John Dalton produced his “atomic theory” in the early 19th century. He arrived at it by way of a theory of gas pressure that we now know to be totally erroneous. Wielding Occam’s Razor rather too energetically, he assumed that the simplest compound between two elements contained just one atom of each, so that water would have the formula HO. He rejected what now seems to us perhaps the most striking validation of his theory, Gay-Lussac’s observation that gases combine according to simple ratios, because it pointed towards what later became known as Avogadro’s Hypothesis, which in turn required some gaseous molecules to be divisible, and when it came to gaseous elements Dalton had not grasped the distinction between atoms (the fundamental particles of chemical composition) and molecules (the fundamental particles of gas pressure). It was half a century before his theory was generally accepted, and even then some remained sceptical, on the grounds that no one had ever observed the effects of individual atoms or molecules, until in 1905 Einstein pointed out that that was exactly what people were doing when they looked at Brownian motion. These days, however, individual atoms are routinely observed by the methods of high resolution transmission electron microscopy, and scanning tunnelling microscopy, both of which depend on concepts far beyond any available to Dalton.
Charles Darwin produced his theory of the mutability of species as the result of natural selection (he did not himself use the term “evolution”) in the mid-19th century. Central to the theory is the existence of sufficient heritable variation to explain the diversity of life, and a major stumbling block is the prospect that favourable variations will disappear through dilution. He appealed to the experience of animal breeders, but as a solution to the problem of dilution this is grossly unfair, since breeders can and do deliberately select rare variants to breed between. He lamented the absence of fossil evidence, in terms still quoted by creationists despite the tons (literally) of such evidence that have been unearthed (literally, again) in the intervening 150 years. He was unaware of the digital nature of inheritance, as established by his contemporary, Gregor Mendel, but not widely known until that work was rediscovered (or more accurately, perhaps, reinterpreted) at the beginning of the 20th century. He fully realised that evolution required many millions of years, and had no good answer when Lord Kelvin, his “ogre”, used thermodynamic arguments to show (correctly) that the then known sources of energy could only have kept the sun shining for a mere 20 million years or so. He had no inkling of the nature of the genetic material, and could not have conceived of the methods of molecular biology that now allow us, using much the same kind of evidence that the courts use to establish paternity, to compare related species and to chart their divergence in exquisite detail. Least of all did he have any notion of the source of the variations of which evolution depends, or of how the supply of variants is constantly replenished by mutation, a process that we can now observe at the level of an individual’s DNA.
The first half of the 20th century saw the formation of what became known as “the neo-Darwinian synthesis”, bringing together by the 1940s the concept of selection and the methods of population genetics. (The expression “neo-Darwinian” should now properly be restricted to the evolutionary thought of that time, although Creationists persist in applying it to current biology, for reasons to be discussed in part II). The second half saw an explosion in our understanding of inheritance, based on laboratory studies, while the final decades saw breakthroughs in our understanding of human evolution, with the discovery of the fossilised remains of over a dozen species of our early relatives in eastern and southern Africa. By the end of the 20th century, evolution denial could fairly be compared with Holocaust denial. Given what we have learnt from molecular biology in the present century, it could now more fairly be compared with denying that Hitler ever invaded Poland in the first place.
So why does the name of Darwin still provoke controversy, why do people still speak of “the theory of evolution”, when as often as not they are referring, not to theory, but to the established historical facts, why does it matter, and how should we respond? These topics will be the subject of my next posting on this subject, “Naming and Framing”.
(You will find more on Dalton and his times, and on Kelvin and the age of the earth, in my book, From Stars to Stalagmites, and the arguments in these two posts are developed at greater length in an article that I wrote with Britt Holbrook; Putting Darwin in his Place; the Need to Watch our Language. ) This post first appeared on The 21st Floor
 Two volumes of hydrogen combine with one volume of oxygen to make two volumes of steam. If, as required by Avogadro’s Hypothesis, equal volumes of gas contain equal numbers of molecules, then each molecule of oxygen must contain (at least) two atoms, as shown in the way we now write this equation: 2H2 + O2 = 2H2O
 Imagine a favourable red variant in a population of white flowers. Under the blending theory of inheritance then current, its first generation offspring will be deep pink, the second generation somewhat paler, and so on until the descendants are indistinguishable from the general population.
 See Genesis; the Evolution of Biology, Jan Sapp, OUP, 2003, pp 117-122