Blog Archives
This blog in 2014
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.
Professor Alice Roberts, from her web site
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.
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.”
Yesodey 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, 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.”
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
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.
“…. towards a post-Darwinian view: some of the evidence”
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 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.
Noah’s Ark Zoo Farm Responds to Criticism
Last month, Professor Alice Roberts visited Noah’s Ark Zoo Farm, a creationist establishment recommended by Answers in Genesis, and wrote a highly critical report of what she found there. The Zoo Farm has replied on the Bristol culture website, and their response only adds further credibility to her strongest accusations. Since this website does not want to be accused of quote mining, I attach, in full, the Zoo’s statement, with our own comments inserted as appropriate. It should be remembered that the Zoo offers a range of what it describes as educational activities, including “an educational day out” for schools, with price discounts, on-site workshops described as being linked to the National Curriculum, and school and nursery outreach packages.
Professor Alice Roberts, from her web site
Prof Roberts tells of posters in the auditorium and children’s play area, which is presumably where the on-site workshops take place, claiming among other things that there are “30 reasons why apes are not related to man”, that humans were around at the same time as the first tetrapods (was Tiktaalik tasty, one wonders), that rates of radioactive decay were greater in the past, and that these possibilities should be considered as part of “an open, critical approach to explain what we see in the natural world.” She comments
I believe that religious fundamentalism has the potential to ruin scientific education. Apart from obscuring scientific facts, it teaches a way of thinking that is incredibly rigid. The evidence for a (very) old Earth and for evolution is overwhelming.
But believing in these things isn’t like a religious faith – it comes from a belief in evidence…. This [the zoo presentations] is, purely and simply, subversion of science Read the rest of this entry
Primate's Progress 