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Eight basic laws of physics, and one that isn’t

Reposted from 3 Quarks Daily:


Isaac Newton, 1689

Michael Gove (remember him?), when England’s Secretary of State for Education, told teachers

“What [students] need is a rooting in the basic scientific principles, Newton’s Laws of thermodynamics and Boyle’s law.”

Never have I seen so many major errors expressed in so few words. But the wise learn from everyone, [1] so let us see what we can learn here from Gove.

From the top: Newton’s laws. Gove most probably meant Newton’s Laws of Motion, but he may also have been thinking of Newton’s Law (note singular) of Gravity. It was by combining all four of these that Newton explained the hitherto mysterious phenomena of lunar and planetary motion, and related these to the motion of falling bodies on Earth; an intellectual achievement not equalled until Einstein’s General Theory of Relativity.


Michael Gove, 2013

In Newton’s physics, the laws of motion are three in number:

1) If no force is acting on it, a body will carry on moving at the same speed in a straight line.

2) If a force is acting on it, the body will undergo acceleration, according to the equation

Force = mass x acceleration

3) Action and reaction are equal and opposite

So what does all this mean? In particular, what do scientists mean by “acceleration”? Acceleration is rate of change of velocity. Velocity is not quite the same thing as speed; it is speed in a particular direction. So the First Law just says that if there’s no force, there’ll be no acceleration, no change in velocity, and the body will carry on moving in the same direction at the same speed. And, very importantly, if a body changes direction, that is a kind of acceleration, even if it keeps on going at the same speed. For example, if something is going round in circles, there must be a force (sometimes, confusingly, called centrifugal force) that keeps it accelerating inwards, and stops it from going straight off at a tangent.

Then what about the heavenly bodies, which travel in curves, pretty close to circles although Kepler’s more accurate measurement had already shown by Newton’s time that the curves are actually ellipses? The moon, for example. The moon goes round the Earth, without flying off at a tangent. So the Earth must be exerting a force on the moon.


Solar system (schematic, not to scale), showing orbits of inner planets

And finally, the Third Law. If the Earth is tugging on the moon, then the moon is tugging equally hard on the Earth. We say that the moon goes round the Earth, but it is more accurate to say that Earth and moon both rotate around their common centre of gravity.

All of this describes the motion of single bodies. Thermodynamics, as we shall see, only comes into play when we have very large numbers of separate objects.

The other thing that Gove might have meant is Newton’s Inverse Square Law of gravity, which tells us just how fast gravity decreases with distance. If, for instance, we could move the Earth to twice its present distance from the Sun, the Sun’s gravitational pull on it would drop to a quarter of its present value.

Now here is the really beautiful bit. We can measure (Galileo already had measured) how fast falling bodies here on Earth accelerate under gravity. Knowing how far we are from the centre of the Earth, and how far away the moon is, we can work out from the Inverse Square Law how strong the Earth’s gravity is at that distance, and then, from Newton’s Second Law, how fast the moon ought to be accelerating towards the Earth. And when we do this calculation, we find that this exactly matches the amount of acceleration needed to hold the moon in its orbit going round the Earth once every lunar month. Any decent present-day physics student should be able to do this calculation in minutes. For Newton to do it for the first time involved some rather more impressive intellectual feats, such as clarifying the concepts of force, speed, velocity and acceleration, formulating the laws I’ve referred to, and inventing calculus.

But what about the laws of thermodynamics? These weren’t discovered until the 19th century, the century of the steam engine. People usually talk about the three laws of thermodynamics, although there is actually another one called the Zeroth Law, because people only really noticed they had been assuming it long after they had formulated the others. (This very boring law says that if two things are in thermal equilibrium with a third thing, they must be in thermal equilibrium with each other. Otherwise, we could transform heat into work by making it go round in circles.)


the rotor of a turbine is a device for converting heat energy into electrical energy, in accord with the First Law. But the Second Law (see below) places a limit on how efficiently we can do this.

The First Law of Thermodynamics is, simply, the conservation of energy. That’s all kinds of energy added up together, including for example heat energy, light energy, electrical energy, and the “kinetic energy” that things have because they’re moving. [2] One very important example of the conservation of energy is what happens inside a heat engine, be it an old-fashioned steam engine, an internal combustion engine, or the turbine of a nuclear power station. Here, heat is converted into other forms of energy, such as mechanical or electrical. This is all far beyond anything Newton could have imagined. Newton wrote in terms of force, rather than energy, and he had been dead for over a century before people realized that the different forms of energy include heat.

There are many ways of expressing the Second Law, usually involving rather technical language, but the basic idea is always the same; things tend to get more spread out over time, and won’t get less spread out unless you do some work to make them. (One common formulation is that things tend to get more disordered over time, but I don’t like that one, because I’m not quite sure how you define the amount of disorder, whereas there are exact mathematical methods for describing how spread out things are.)


dye becoming more, not less, spread out over time, in accord with the Second Law

For example, let a drop of food dye fall into a glass full of water. Wait, and you will see the dye spread through the water. Keep on waiting, and you will never see it separating out again as a separate drop. You can force it to, if you can make a very fine filter that lets the water through while retaining the dye, but it always takes work to do this. To be precise, you would be working against osmotic pressure, something your kidneys are doing all the time as they concentrate your urine.[3]

This sounds a long way from steam engines, but it isn’t. Usable energy (electrical or kinetic, say) is much less spread out than heat energy, and so the Second Law limits how efficiently heat can ever be converted into more useful forms.

The Second Law also involves a radical, and very surprising, departure from Newton’s scheme of things. Newton’s world is timeless. Things happen over time, but you would see the same kinds of things if you ran the video backwards. We can use Newton’s physics to describe the motion of planets, but it could equally well describe these motions if they were all exactly reversed.

Now we have a paradox. Every single event taking place in the dye/water mixture can be described in terms of interactions between particles, and every such interaction can, as in Newton’s physics, be equally well described going forwards or backwards. To use the technical term, each individual interaction is reversible. But the overall process is irreversible; you can’t go back again. You cannot unscramble eggs. Why not?

In the end, it comes down to statistics. There are more ways of being spread out than there are of being restricted. There are more ways of moving dye molecules from high to low concentration regions than there are of moving them back again, simply because there are more dye molecules in the former than there are in the latter. There is an excellent video illustration of this effect, using sheep, by the Princeton-based educator Aatish Bhatia.

The Third Law is more complicated, and was not formulated until the early 20th century. It enables us to compare the spread-out-ness of heat energy in different chemical substances, and hence to predict which way chemical reactions tend to go. We can excuse Gove for not knowing about the Third Law, but the first two, as C. P. Snow pointed out a generation ago, should be part of the furniture of any educated mind.

ships_fluytSo if you don’t immediately realize that Newton’s laws and the laws of thermodynamics belong to different stages of technology, the age of sail as opposed to the age of steam, and to different levels of scientific understanding, the individual and macroscopic as opposed to the statistical and submicroscopic, then you don’t know what you’re talking about. Neither the science, nor its social and economic context.

R, a fluyt, typical ocean-going vesselof Newton’s time. Below, L, the Great Western, first trans-Atlantic steamship, designed by Isambard Kingdom Brunel, on its maiden voyage

Great_Western_maiden_voyageThat’s bad enough. But the kind of ignorance involved in describing Boyle’s Law as a “basic scientific principle” is even more damaging.

(Disclosure: I taught Boyle’s Law for over 40 years, and it gets three index entries in my book, From Stars to Stalagmites.)

Bottom line: Boyle’s Law is not basic. It is a secondary consequence of the Kinetic Theory of Gases, which is basic. The difference is enormous, and matters. Anyone who thinks that Boyle’s Law is a principle doesn’t know what a principle is. (So a leading Westminster politician doesn’t know what a principle is? That figures.)

363px-Boyles_Law.svgMathematically, the Law is simply stated, which may be why Mr Gove thinks it is basic: volume is inversely proportional to pressure, which gives you a nice simple equation, as in the graph on the right:

P x V = a constant

that even a Cabinet Minister can understand. But on its own, it is of no educational value whatsoever. It only acquires value if you put it in its context, but this appeal to context implies a perspective on education beyond his comprehension.

Now to what is basic; the fundamental processes that make gases behave as Boyle discovered. His Law states that if you double the pressure on a sample of gas, you will halve the volume. He thought this was because the molecules of gas repel each other, so it takes more pressure to push them closer together, and Newton even put this idea on a mathematical footing, by suggesting an inverse square law for repulsion, rather like his Inverse Square Law for gravitational attraction. They were wrong.

Kinetic_theoryThe Law is now explained using the Kinetic Theory of Gases. This describes a gas as shown on the right; as a whole lot of molecules, of such small volume compared to their container that we can think of them as points, each wandering around doing their own thing, and, from time to time, bouncing off the walls. It is the impact of these bounces that gives rise to pressure. If you push the same number of molecules (at the same temperature) into half the volume, each area of wall will get twice as many bounces per second, and so will experience twice the pressure. Pressure x volume remains constant; hence Boyle’s Law.

Actually, Boyle’s Law isn’t even true. Simple kinetic theory neglects the fact that gas molecules attract each other a little, making the pressure less than what the theory tells you it ought to be. And if we compress the gas into a very small volume, we can no longer ignore the volume taken up by the actual molecules themselves.

So what does teaching Boyle’s Law achieve? Firstly, a bit of elementary algebra that gives clear answers, and that can be used to bully students if, as so often happens, they meet it in science before they have been adequately prepared in their maths classes. This, I suspect, is the aspect that Gove finds particularly appealing. Secondly, some rather nice experiments involving balancing weights on top of sealed-off syringes. Thirdly, insight into how to use a mathematical model and, at a more advanced level, how to allow for the fact that real gases do not exactly meet its assumptions. Fourthly, a good example of how the practice of science depends on the technology of the society that produces it. In this case, seventeenth century improvements in glassmaking made it possible to construct tubes of uniform cross-section, which are needed to compare volumes of gas accurately. Fifthly … but that’s enough to be going on with. Further elaboration would, ironically, lead us on to introductory thermodynamics. Ironically, given the interview that started this discussion. The one thing it does not achieve is the inculcation of a fundamental principle.

There are mistakes like thinking that Shakespeare, not Marlowe, wrote Edward II. There are mistakes like thinking that Shakespeare wrote War and Peace. And finally, there are mistakes like thinking that Shakespeare wrote War and Peace, that this is basic to our understanding of literature, and that English teachers need to make sure that their pupils know this. Then Education Secretary Gove’s remarks about science teaching fall into this last category. Such ignorance of basic science (and education) at the highest levels of government is laughable. But it is not funny.

1] Ben Zoma, MishnahChapters of the Fathers, 4a. “Chapters of the Fathers” may also be interpreted to mean “Fundamental Principles”.

2] It is often said that Einstein’s famous equation,

E = mc2

means that we can turn mass into energy. That puts it back to front. The equation is really telling us that energy itself has mass.

3] There are lots of situations (steam condensing to make water, living things growing, or indeed urine becoming more concentrated in the kidney) where a system becomes less spread out, but this change is always accompanied by something in the surrounds, usually heat energy, becoming more spread out to compensate.

Newton as painted by Godfrey Keller, via Wikipedia. Gove image via Daily Telegraph, under headline “Michael Gove’s wife takes a swing at ageing Education Secretary”. Solar system image from NASA. Steam turbine blade Siemens via Wikipedia. Dye diffusing in water from Royal Society of Chemistry. Fluyt imge from Pirate King websiteGreat Western on maiden voyage, 1938, by unknown artist, via Wikipedia. Boyle’s Law curve from Krishnavedala repllot of Boyle’s own data, via Wikipedia. Kinetic theory image via Chinese University of Hong Kong

Why Michael Gove is not fit to lead anything

GoveThere are mistakes due to ignorance. There are mistakes due to misunderstanding. And finally, there are mistakes that show ignorance, misunderstanding, complacency, and arrogance.

The news that Michael Gove wants to lead the country sent me back to what I wrote about him almost exactly 3 years ago. He was, of course, talking through his hat, and we all do that from time to time. But he did this while telling the rest of us, in his then capacity of Education Secretary, what to do and how to teach. Now it may not matter that Michael Gove has only a limited grasp of physics (actually, I think it does, when the physics of climate change underlie the most important single challenge facing us), but it matters enormously that a would-be future Prime Minister considers his ignorance a qualification.

Anyway, here is the gist of what I wrote back then, which is suddenly attracting a surprising number of hits, given its age:

The Education Secretary said “What [students] need is a rooting in the basic scientific principles, Newton’s laws of thermodynamics and Boyle’s law.” [reported here]. He has been widely criticized for this (e.g. here and here), but it’s still worth discussing exactly why what he said is so appallingly wrong, on at least four separate counts. In the unlikely event that Mr. Gove ever reads this, he may learn something. Muddling up the laws of motion with the laws of thermodynamics is bad enough. Muddling up an almost incidental observation, like Boyle’s Law, is even worse, especially when this muddle comes from someone in charge of our educational system [well, not mine actually; I’m glad to say I live in Scotland], and in the very act of his telling teachers and examiners what is, and what is not, important.

Okay, from the top. Newton’s laws; Gove probably meant (if he meant anything) Newton’s laws of motion, but he may also have been thinking of Newton’s law (note singular) of gravity. [I went on to summarise both Newton’s laws, and Newton’s law, and to explain how the combination of these explained the hitherto mysterious phenomenon of planetary motion and related it to the motion of falling bodies on Earth; an intellectual achievement not equalled until Einstein’s General Theory of Relativity]

But what about the laws of thermodynamics? These weren’t discovered until the 19th century, the century of the steam engine… [I briefly described them]

If you don’t immediately realize that Newton’s laws and the laws of thermodynamics belong to different stages of technology, the age of sail as opposed to the age of steam, and to different levels of scientific understanding, the individual and macroscopic as opposed to the statistical and submicroscopic, then you don’t know what you’re talking about. Gove’s blunder has been compared to confusing Shakespeare with Dickens. It is far, far worse than that. It is – I am at a loss for an adequate simile. All I can say is that it is as bad as confusing Newton’s laws with the laws of thermodynamics, and I can’t say worse than that.

And regarding Gove’s description of Boyle’s Law as “basic”, I had this to say:

He [Gove] has been justly mocked for confusing Newton’s laws with the laws of thermodynamics. But the kind of ignorance involved in describing Boyle’s Law as a “basic scientific principle” is far more damaging.

Disclosure: I taught Boyle’s Law for over 40 years, and it gets three index entries in my book, From Stars to Stalagmites.

Bottom line: Boyle’s Law is not basic. It is a secondary consequence of the kinetic theory of gases, which is basic. The difference is enormous, and matters. Anyone who thinks that Boyle’s Law is a principle doesn’t know what a principle is. (So Gove doesn’t know what a principle is? That figures.)

Mathematically, the Law is simply stated, which may be why Mr Gove thinks it is basic: volume is inversely proportional to pressure, which gives you a nice simple equation (P x V = a constant) that even a Cabinet Minister can understand. But on its own, it is of no educational value whatsoever. It only acquires value if you put it in its context [in the kinetic theory of gases], but this involves a concept of education that seems to be beyond his understanding…

Educationally, context is everything, the key to understanding and to making that understanding worthwhile. A person who decries the study of context is unfit for involvement with education.

Even at Cabinet level.

And, I would now add, completely unfit for making major decisions in these interesting times.

Image: Gove claiming that EU regulations prevent us from keeping out terrorists. Dylan Martinez via Daily Telegraph

Creationism in the classroom; in 2 minutes you can help stop it; here’s how and why

Readers in England in particular, please write to your MP in support of the BHA campaign to combat Creationism, including Creationism in publicly funded schools; details here. The rest of this post is an explanation of why, shockingly, such action is necessary. In post-principle politics, it would be naive to suggest that this or perhaps any feasible alternative Government is really interested in the merits. The Creationists are a coherent constituency, who make their voices heard. Defenders of scientific reality (regardless of their position on religious matters) must do likewise. Dr Evan Harris assures us, and he should know, that 20 letters to an MP are a lot (Glasgow Skeptics 2011). So the readership of this column, alone, is enough to make a real contribution. Do it. And ask your friends to do likewise.

 The school “will retain its right to censor papers, under agreed conditions.”

Jewish faith school caught censoring questions on science exam papersYesodey Hatorah (Charedi Jewish) Senior Girls School blacked out questions about evolution on pupils’ science exams in 2013. One wonders how this was even possible, given that exam papers are supposed to be sealed until opened at the specified time in the presence of the pupils. However, when the relevant Examination Board, OCR, investigated, they were satisfied that no students had received an unfair advantage, and took no action. The Board now tells Ofqual, the government agency responsible for the integrity of examinations, that it intends “to come to an agreement with the centres concerned which will … respect their need to do this in view of their religious beliefs.” And OCR’s chief executive says the case has “significantly wider implications and could apply to other faith schools.

It gets worse; or perhaps it doesn’t. The school now says that it does teach evolution, but in Jewish Studies, that “there are minute elements within the curriculum which are considered culturally and halachically [in terms of Jewish law] questionable” (evolution a minute element!), that “This system has successfully been in place within the charedi schools throughout England for many years,” and that “we (the school) have now come to an agreement with OCR to ensure that the school will retain its right to censor papers, under agreed conditions.” The latest word, however, is that this agreement, and Ofqual’s acquiescence, may be unravelling under scrutiny, illustrating the importance of public awareness and response.

 Creationist Noah’s Ark Zoo Farm claims 15,000 school visitors annually and boasts of Government body award

Noah's Ark Zoo Farm, Bristol, England, UK         File:NHA.jpg

Noah’s Ark Zoo Farm, near Bristol, which claims to be visited by 15,000 schoolchildren annually, promulgates the view that Noah’s Ark is historic (and indeed, pre-historic), displays posters arguing that apes and humans are too distinct to share a common ancestor, and suggesting how the different kinds of animal could have been housed in the Ark, which it regards as historical (Professor Alice Roberts reported on her own visit last December; I have discussed the Zoo Farm’s reaction to her account) . The giraffes, for instance, would according to one poster have been housed in the highest part of the vessel, next to the T. Rex (Hayley Stevens, private communication).

 This Zoo Farm recently received an award from the Council for Learning Outside the Curriculum, which justified itself by referring to”education that challenges assumptions and allows them to experience a range of viewpoints; giving them the tools needed to be proactive in their own learning and develop skills to enable them to make well informed decisions.” Connoisseurs of creationism will recognise this as a variant of the “teach the controversy” argument, which advocates presenting creationism and real science as alternatives both worthy of consideration, and inviting schoolchildren to choose between them.

 “We do not expect creationism, intelligent design and similar ideas to be taught as valid scientific theories in any state funded school.”

Evolution will become part of the National Curriculum in 2014. However, that curriculum is not binding on Academies or Free Schools. The Government assures us that this is not a problem, because all schools need to prepare for external exams, and these exams, of course, include evolution. Exams that the schools have now been openly invited to censor. There is supposedly clear guidance for state-funded schools in England. Michael Gove, Education Secretary, has declared himself  “crystal clear that teaching creationism is at odds with scientific fact”, and official guidance to Free School applicants states “We would expect to see evolution and its foundation topics fully included in any science curriculum. We do not expect creationism, intelligent design and similar ideas to be taught as valid scientific theories in any state funded school.”

The reality however is that what are clearly creationist establishments do get government funding. Creationist preschools, to which the guidance does not apply, can and do receive public money through nursery vouchers, while being run by organisations such as ACE (see below) that openly teach rigid biblical creationism along with even more rigid gender roles. BHA knows of 67 nursery schools that are run by Creationist or other organizations that openly reject the basics of biology. Some of these directly teach Adam-and-Eve history as fact that must be believed, and Government funding to these nursery schools may also be indirectly underwriting primary and secondary schools run by the same organizations.

 “We will teach creation as a scientific theory” 

In addition, a number of Academies and Free Schools have been licensed despite clear warning signals. Grindon Hall Christian School , formerly private, was licensed to receive public funding in 2012, despite a record of teaching creationism, and a website Creation Policy, hastily deleted after it received public attention, which stated “We will teach creation as a scientific theory”. Newark School of Enterprise, until recently expected to open in 2014, is a thinly disguised relabelling of Everyday Champions Church School, which was originally denied licensing because of its obvious links to a creationist church. (Last month, it was announced that the Government had withdrawn support for the school on other grounds.) Ibrahim Hewitt, of the Association of Muslim Schools, has said that his members’ schools, including six state-funded ones, taught children about Darwin, because they had to, but they also taught a different, Koranic view. The ill-fated al-Madinah School originally specified “Darwinism” as un-Koranic on its website, but under “curriculum” now says only “We are committed to providing a broad and balanced curriculum for all our pupils.  Further information will be available in due course.”

Pray for CST In the private sector, we have Christian Schools Trust (CST), with 42 schools. Some of these are applying for “Free Schools” status; so far unsuccessfully, but Tyndale Community School, which has been approved, is run by Oxfordshire Community Churches which also runs the CST Kings School in Whitney. CST schools teach Genesis as historical fact, with the Fall as the source of all evil, and discuss evolution in such a way as to make it seem incredible. According to the Ph.D. thesis of Sylvia Baker, founder and core team member of CST, 75% of students end up believing in Noah’s ark. Dr Baker, author of Bone of Contention and other creationist works,  is also directly linked to Genesis Agendum, a “creation science” website, and language in her style appears in the related WorldAroundUs “virtual museum”, which claims to show that

                               Book cover image: Bone of Contention

evolution and old Earth geology are outdated scientific paradigms in the process of crumbling (for a detailed analysis of the museum’s arguments, see here, where I describe it as a “museum of horrors”). Since 2008, CST and the Association of Muslim Schools have shared their own special inspectorate, of which Sylvia Baker is a board member. So the foxes placed in charge of the hen house have under two successive Governments been entrusted with the task of evaluating their own stewardship.

World Around Us

“…. towards a post-Darwinian view: some of the evidence”

 “…a body of recent, peer-reviewed scientific evidence is presented which suggests that all is not well with a number of aspects of evolutionary theory. Is this a paradigm crisis?
Organisms reveal levels of interdependence, and are therefore irreducibly complex.
Many of the rock formations result from catastrophic rather than gradual uniformitarian processes
The principles on which radioactive dating is based can be questioned”

In an even grosser scandal, NARIC, the National Academic Recognition Information Centre, has approved the ICCE advanced certificate, based on Accelerated Creation Education (ACE), as equivalent to A-level. ACE has claimed, and in the US still does claim, that Nessie is evidence for a persistence of dinosaurs, and teaches that evolution has been scientifically proven false, and that those who accept its “impossible claims” do so in order to reject God. This in a text that prepares students for a certificate that NARIC would have us accept as preparation for the study of biology at university. And NARIC is the body that provides information on qualifications on behalf of the UK Government.

The Hopeful Monster Theory

The ACE curriculum’s straw man version of evolution

In all these cases, the actual offence is compounded by official complacency or collusion. I can only guess at why is this allowed to happen, but among relevant factors may be official concerned with procedures rather than outcomes, scientific illiteracy among decision-makers, free market forces (the exam boards, after all, are competing for the schools’ business), misplaced respect for differences, and electoral calculation. Religious zealots form an organised political pressure group, while their reality-orientated co-religionists are far too slow to condemn them. Ironically, these co-religionists have even more to lose than the rest of us, as their institutions are subverted from inside, and their faith brought into disrepute.

In response, those of us who oppose the forces of endarkenment must become recognised as a constituency, not necessarily in any formal sense, but in the sense that politicians are aware of the depth of our concerns. Numbers are increasingly on our side, since young people are more sceptical than their elders, and Humanists, secularists, Skeptics, and even geeks are our natural allies. And so, on this issue, are liberal-minded believers from all faiths. There is need for coordinated public pressure, through teachers’ organisations, other educational bodies and learned societies, publicity and protests after specific cases revealed, and campaigns such as the BHA letter-writing campaign that is the subject of this post. So here, once more, is the BHA link: Use it.

For other posts on the issues discussed here, as they apply in England and Scotland, see Evolution censored from exam questions in publicly funded English schools, with government permission; PhD Thesis of Sylvia Baker, founder of “Christian” (i.e. Creationist) Schools Trust; Noah’s Ark Zoo Farm Responds to Criticism; ACE Infantile creationist burblings rated equivalent to UK A-level (school leaving; University entrance) exams; and Young Earth Creationist books handed out in a Scottish state school. Poster displayed at Noah’s Ark Zoo Farm, image by Pip through Wikipedia Commons. This post is based on a talk I gave to the Conway Hall Ethical Society on March 16, 2014.

UK Education Secretary says students need to know how Newton invented thermodynamics [!]

I would like to say that Michael Gove shows a knowledge of what counts as basic science that is some 300+ years out of date, but that would be too kind.

Gove said there had been previous attempts to make science relevant, by linking it to contemporary concerns such as climate change or food scares. But he said: “What [students] need is a rooting in the basic scientific principles, Newton’s laws of thermodynamics and Boyle’s law.” [Times interview, reported here]

As many readers will know, but the Education Secretary clearly doesn’t, Newton’s laws describe the motion of individual particles. Thermodynamics is intrinsically statistical, and was developed over a century after Newton’s death. Boyle’s Law is not a basic scientific principle, although it is a corollary of the basic principles followed by (ideal) gases. And here we have someone ignorant of these elementary facts, in a position of enormous power, telling the schools how to teach, and the examination boards how to examine.

And in this same interview, he says he wants schools to form chains and brands, like businesses. Satire falls silent.

Jerry Coyne at the Glasgow Skeptics – a personal account

Monday night, November 26, I had the great pleasure of hearing Jerry Coyne at the Glasgow Skeptics on the subject of  Why Evolution is True (And Why Most People Don’t Believe It), and had a short enjoyable chat with him in the interval. This report reflects his views, and on occasion mine. To avoid misunderstanding, I should emphasise that it does not represent BCSE as an organisation, which is neutral on matters of faith.

He was aware of and approved of the broad coalition, ranging from Richard Dawkins to Canons of the Church of England, that forced the UK Government to clarify its position against creationism. I had to tell him that Gove had nonetheless ignored his own guidelines by allowing creationist groups to set up publicly funded schools. We had some discussion about whether different religions had different degrees of tolerance towards evolution; I suggested that the reason I was much more accommodationist than him, is that for me religion suggested positions like C of E, whereas for him it suggested anti-intellectual fundamentalism. He seemed to take kindly to this idea, and also to my suggestion that different varieties of religion may differ greatly in their willingness to accept evolution.

Most of his talk covered much the same ground as his book, Why Evolution is True (a must read if you haven’t already), though I certainly benefited from seeing the argument laid out in such concentrated form, and am posting my notes on this part of the talk separately.

Jerry quoted depressing statistics, mainly from the US, about how few people accepted evolution and how many preferred creationism. According to a 2005 Harris poll, only 12% of Americans thought that only evolution should be taught in schools, while 23% thought that only creationism should be taught, and most wanted both.

Why does this matter? Because evolution is a matter of self-knowledge, basic knowledge about what kind of place the Universe is, and our place in it. It is a wonderful example of science in action, and besides, there’s a lot of cool stuff in there.

After discussing the science, he made some very interesting observations about how societies react to it. Given that the evidence for evolution is so overwhelming, why do so many people continue to deny it, and why are the numbers so slow to change? In the US, since 1982, the proportion of creationists has held steady at 44%, those believing in theistic evolution has changed from 38% to 36%, and the only notable change has been an increase in acceptance of materialistic evolution from 9% to 14%, no doubt reflecting the growing number of unbelievers. (I think that the preference for theistic over naturalistic evolution may be less worrying than it sounds, since I doubt if many people distinguish between overall divine control of nature, which would be perfectly compatible with naturalistic evolution, and specific supernatural intervention in the process, which would not).

Clearly, a situation where more Americans believe in the reality of angels than accept evolution is deeply worrying.

So why is evolution so maligned by religion? Because it undermines religious views of human specialness, and of the purpose and meaning of individual life, and (a common and deeply felt objection) is seen as undermining morality. If we compare different countries, religious belief has a powerful negative correlation with acceptance of evolution. It would follow that if we want people to accept evolution, what we need to do is weaken the influence of religion. In support, Jerry quoted a survey according to which, if faced with a scientific finding that contradicted the tenets of their faith, 64% of Americans said that they would reject the finding.

What I found most interesting was Jerry’s quoting from recent (2009 and 2011) studies, showing that religion correlates with social dysfunction (see ) and economic inequality (see ; cut and paste links if necessary). If so, the way to improve public acceptance of science may be to tackle inequality and social dysfunction. This would point in the direction of very broad alliances indeed, and I can see how recent political campaigns in the US may have made this prospect more attractive.

We are left with a final paradox. People fear evolution, seeing it as subversive of morality. And yet, the more moral (in the matters that seem to me most important), the more equitable, and the more effectively functioning a society, the more accepting it is of evolution.

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