Leap of Faith: Intelligent Design's Trajectory After Dover Joshua Rosenau
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Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals
UNDERSTANDING THE INTELLIGENT DESIGN CREATIONIST MOVEMENT: ITS TRUE NATURE AND GOALS A POSITION PAPER FROM THE CENTER FOR INQUIRY OFFICE OF PUBLIC POLICY AUTHOR: BARBARA FORREST, Ph.D. Reviewing Committee: Paul Kurtz, Ph.D.; Austin Dacey, Ph.D.; Stuart D. Jordan, Ph.D.; Ronald A. Lindsay, J. D., Ph.D.; John Shook, Ph.D.; Toni Van Pelt DATED: MAY 2007 ( AMENDED JULY 2007) Copyright © 2007 Center for Inquiry, Inc. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this notice appears on the reproduced materials, the full authoritative version is retained, and copies are not altered. To disseminate otherwise or to republish requires written permission from the Center for Inquiry, Inc. Table of Contents Section I. Introduction: What is at stake in the dispute over intelligent design?.................. 1 Section II. What is the intelligent design creationist movement? ........................................ 2 Section III. The historical and legal background of intelligent design creationism ................ 6 Epperson v. Arkansas (1968) ............................................................................ 6 McLean v. Arkansas (1982) .............................................................................. 6 Edwards v. Aguillard (1987) ............................................................................. 7 Section IV. The ID movement’s aims and strategy .............................................................. 9 The “Wedge Strategy” ..................................................................................... -
Discussion & Study Guide
DISCUSSION & STUDY GUIDE By Ryan Huxley COURTESY OF Table of Contents Introduction ..................................................................................................................................... 3 Chapter 1: The Cambrian Explosion............................................................................................... 4 Chapter 2: Darwin’s Dilemma ........................................................................................................ 7 Chapter 3: Chinese Fossils ............................................................................................................ 11 Chapter 4: The Phyla .................................................................................................................... 16 Chapter 5: Biological Information ................................................................................................ 19 Answers......................................................................................................................................... 25 Chapter 1: The Cambrian Explosion..................................................................................... 25 Chapter 2: Darwin’s Dilemma .............................................................................................. 27 Chapter 3: Chinese Fossils .................................................................................................... 30 Chapter 4: The Phyla ............................................................................................................ 35 Chapter -
A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada Jason R
Document generated on 10/02/2021 4:16 p.m. Geoscience Canada A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada Jason R. Wiles Volume 33, Number 3, September 2006 Article abstract The rejection of biological and geological evolution is a pervasive problem in URI: https://id.erudit.org/iderudit/geocan33_3com01 science education. Recent events in the United States have brought anti-evolution activity to the forefront in media coverage of science education, See table of contents but Canadians are often unaware that such creationist, anti-evolution activity is present in Canada as well. In this article, various foreign and Canadian-based anti-evolution efforts that threaten biology and geoscience education are Publisher(s) discussed. These creationist organizations and their activities may adversely influence Canadian science curricula and public understanding of evolution The Geological Association of Canada and science in general. ISSN 0315-0941 (print) 1911-4850 (digital) Explore this journal Cite this article Wiles, J. R. (2006). A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada. Geoscience Canada, 33(3), 135–140. All rights reserved © The Geological Association of Canada, 2006 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. -
Annual Meeting & Exposition Annual
Vol. 9, No. 6 June 1999 GSA TODAY A Publication of the Geological Society of America 1999 Annual Meeting & Exposition Colorado ConvenConventiontion CenterCenter HyattHyatt RegencyRegency HotelHotel MarriottMarriott CityCity CenterCenter HotelHotel OctoberOctober 25–28,25–28, 19991999 Denver,Denver, ColoradoColorado Table of Contents Crossing Divides Abstracts with Programs . 32 Convenience Information . 26 Employment Service . 22 World Wide Web Exhibits . 20 Visit the GSA Web site to obtain more details and to get the latest information on the Annual Meeting. Field Trips . 13 www.geosociety.org Graduate School Information Forum . 23 Guest Activities . 24 Deadlines Hot Topics at Noon . 9 Abstracts due July 12 Housing . 28 Preregistration and Housing due September 17 (forms(forms enclosed)enclosed) How to Submit Your Abstract . 12 Institute for Earth Science and the Environment . 22 For More Information Call: (303) 447-2020 or 1-800-472-1988 International Program . 6 Call: (303) 447-2020 or 1-800-472-1988 Fax: 303-447-0648 K–16 Education Program . 18 E-mail: [email protected] Membership . 30 Web: www.geosociety.org Registration . 30 Short Courses . 16 Cover photos by John A. Karachewski: Large photo shows the Special Events . 23 Continental Divide—Sawatch Range, Collegiate Peaks Wilderness, Special Programs . 22 Colorado; small photo taken near James Peak, Colorado Technical Program . 3 Travel . 25 Crossing Divides Annual Meeting Committee General Co-Chairs: Mary Kraus, David Budd, University of Colorado Technical Program Co-Chairs: -
Ten Misunderstandings About Evolution a Very Brief Guide for the Curious and the Confused by Dr
Ten Misunderstandings About Evolution A Very Brief Guide for the Curious and the Confused By Dr. Mike Webster, Dept. of Neurobiology and Behavior, Cornell Lab of Ornithology, Cornell University ([email protected]); February 2010 The current debate over evolution and “intelligent design” (ID) is being driven by a relatively small group of individuals who object to the theory of evolution for religious reasons. The debate is fueled, though, by misunderstandings on the part of the American public about what evolutionary biology is and what it says. These misunderstandings are exploited by proponents of ID, intentionally or not, and are often echoed in the media. In this booklet I briefly outline and explain 10 of the most common (and serious) misunderstandings. It is impossible to treat each point thoroughly in this limited space; I encourage you to read further on these topics and also by visiting the websites given on the resource sheet. In addition, I am happy to send a somewhat expanded version of this booklet to anybody who is interested – just send me an email to ask for one! What are the misunderstandings? 1. Evolution is progressive improvement of species Evolution, particularly human evolution, is often pictured in textbooks as a string of organisms marching in single file from “simple” organisms (usually a single celled organism or a monkey) on one side of the page and advancing to “complex” organisms on the opposite side of the page (almost invariably a human being). We have all seen this enduring image and likely have some version of it burned into our brains. -
Recommendations and Guidelines, the Incorporation of Results of Current Crustal Evolution Studies Into K-12 Curricula
DOCUMENT RESUME 1D 104 664 SE 018 772 AUTHOR Stoever, Edward C., Jr. TITLE Recommendations and Guidelines, The Incorporation of Results of Current Crustal Evolution Studies into K-12 Curricula. A Report of the National Association of Geology Teachers Conference on K-12 Crustal Evolution EducatioL (Western Hilli State-Lodge, Oklahoma, September 16-18, 1974) . INSTITUTION National Association of Geology Teachers. SPONS AGENCY National Science Poundation, Washington, D.C. PUB DATE Jan 75 NOTE 53p. EDRS PRICE NF -$0.76 HC-$3.32 PLUS POSTAGE DESCRIPTORS Conference Reports; *Curriculum Development; Curriculum Guides; *Earth Science; Elementary Education; Elementary Secondary Education; Geology; *Science Education; Secondary Education; Teaching Guides ABSTRACT The National Association of Geology Teachers (NAGT) .conducted an assessment of -the impliCations of current-studies encompassing the theories of continental drift, polar wandering, sea-floor spreading, and plate tectonics to K-12 education, and presented in this document recommendation's for the incorporation of these concepts into school curricula. A detailed description of tie. current status of crustal evolution " studies is presented. Conclusions drawn at the conference indicate the desirability of incorporation of -these topics, as well as the feasibility of the incorporation. Recommendations show grades six through ten as primary targets. An organizational scheme is presented, as are charts shoving how new information, ideas, and materials would be processed for classroom use. Suggestions for preparatibn of curriculum materials and introductory teacher materials are suggested.- The appendices include a list of conference participants, a pre-conference report,an exaiple of-a lesson activity, suggested lesson activity topics, and suggested teacher resource book contents. -
Intelligent Design Creationism and the Constitution
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Washington University St. Louis: Open Scholarship Washington University Law Review Volume 83 Issue 1 2005 Is It Science Yet?: Intelligent Design Creationism and the Constitution Matthew J. Brauer Princeton University Barbara Forrest Southeastern Louisiana University Steven G. Gey Florida State University Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Constitutional Law Commons, Education Law Commons, First Amendment Commons, Religion Law Commons, and the Science and Technology Law Commons Recommended Citation Matthew J. Brauer, Barbara Forrest, and Steven G. Gey, Is It Science Yet?: Intelligent Design Creationism and the Constitution, 83 WASH. U. L. Q. 1 (2005). Available at: https://openscholarship.wustl.edu/law_lawreview/vol83/iss1/1 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. Washington University Law Quarterly VOLUME 83 NUMBER 1 2005 IS IT SCIENCE YET?: INTELLIGENT DESIGN CREATIONISM AND THE CONSTITUTION MATTHEW J. BRAUER BARBARA FORREST STEVEN G. GEY* TABLE OF CONTENTS ABSTRACT ................................................................................................... 3 INTRODUCTION.................................................................................................. -
Eugenie Scott
Expert Witness Statement by Eugenie C. Scott Contents: 1. Qualifications as an Expert Witness 2. The Nature of Science 3. The Scientific Meaning of “Theory” and “Fact” 4. History of the Creationism/Evolution Controversy Definitions: evolution, creationism, creation science Fundamentalism; Banning Evolution Creation Science “Evidence Against Evolution” and Creation Science Evolution of Creation Science Into Intelligent Design “Theory Not Fact” Policies Are Promoted By Creationists to Denigrate Evolution and Advance Creationism 5. History of Creationism in Georgia 6. History of Creationism in Cobb County 7. “Theory Not Fact” Policies are Pedagogically Harmful Respectfully submitted: Date: November 17, 2006 _________________________ Eugenie C. Scott, Ph.D., D.Sc. 420 40th St #2 Oakland, CA 94609 1. Qualifications My name is Eugenie C. Scott. My curriculum vitae is attached to this Declaration as Exhibit A. I have a Ph.D. in physical anthropology from the University of Missouri and honorary doctorates (D.Sc.) from McGill University, Ohio State University, and Mt. Holyoke College. In December 2006, I will receive an honorary doctorate from the University of Wisconsin-Milwaukee, and in May 2007, from Rutgers University. I am the Executive Director of the National Center for Science Education (NCSE) in Oakland, California. NCSE is a nonprofit membership organization of scientists and others that defends the teaching of evolution in the public schools. NCSE is affiliated with the American Association for the Advancement of Science. The NCSE monitors the creationism/evolution controversy and maintains an archive of information on the recent history of the controversy, including materials relevant to the history of the creationism/evolution controversy in Cobb County. -
A Geochemist in His Garden of Eden
A GEOCHEMIST IN HIS GARDEN OF EDEN WALLY BROECKER 2016 ELDIGIO PRESS Table of Contents Chapter 1 Pages Introduction ................................................................................................................. 1-13 Chapter 2 Paul Gast and Larry Kulp ......................................................................................... 14-33 Chapter 3 Phil Orr...................................................................................................................... 34-49 Chapter 4 230Th Dating .............................................................................................................. 50-61 Chapter 5 Mono Lake ................................................................................................................ 62-77 Chapter 6 Bahama Banks .......................................................................................................... 78-92 Chapter 7 Doc Ewing and his Vema ........................................................................................ 93-110 Chapter 8 Heezen and Ewing ................................................................................................ 111-121 Chapter 9 GEOSECS ............................................................................................................. 122-138 Chapter 10 The Experimental Lakes Area .............................................................................. 139-151 Table of Contents Chapter 11 Sea Salt ................................................................................................................. -
Alleged Scientific Opposition to Evolution
Evolution Features Alleged scientific opposition to evolution Nick Matzke (University of California, Berkeley) Biological evolution — descent with modification — became generally accept- from chemical precursors through chemical laws. Explore Evo- ed in the scientific community in the same fashion as all other major theories, lution blithely cites Schwabe as if this bizarre view was a serious i.e. it survived repeated testing against research data. Creationists, especially contender in the scientific community. Schwabe’s most surpris- creationists who support the notion of ‘intelligent design’, are so desperate for ing molecular incongruency was his finding of pig relaxin in this kind of secular credibility that they will trumpet any quote, citation, or scien- tunicates, but this finding has not been replicated in the Ciona tist that can be interpreted or misinterpreted as authoritative dissent from the genome and thus was probably due to contamination. Michael mainstream evolutionary theory. This occurs whether or not the cited authority Denton’s 1985 book Evolution: A Theory in Crisis assembled is actually dissenting, or is actually an authority. In an almost automaton-like quote-mines and misunderstandings in support of the conten- Downloaded from http://portlandpress.com/biochemist/article-pdf/31/1/23/4256/bio031010023.pdf by guest on 25 September 2021 fashion, creationists compile collections of such ‘authorities’ and deploy them in tion that evolution was about to collapse and be replaced by a an attempt to convince school boards, teachers, students, and eventually judges typological view of biology. For example, Denton thought that that there is scientific ‘controversy’ over evolution. on evolutionary theory, frog sequences should be intermediate between fish and mammal sequences, not realizing that living The most spectacular recent example is a 2007 supplemental textbook for high-school biology fish have been evolving for just as long as living frogs and mam- classes, misleadingly entitled Explore Evolution: the Arguments for and Against Neo-Darwinism. -
Understanding the New Distributive Model of Evolution Instruction
JUDGING DARWIN: UNDERSTANDING THE NEW DISTRIBUTIVE MODEL OF EVOLUTION INSTRUCTION Louis J. Virelli III TABLE OF CONTENTS INTRODUCTION ............................................................................... 82 II. THE EVOLUTION INSTRUCTION DEBATE ................................. 86 A. Religiously Explicit Policies ............................................. 89 B. Facially Neutral Challenges ............................................. 92 III. THE DISTRIBUTIVE MODEL ...................................................... 98 IV. THE DISTRIBUTIVE MODEL AND ADMINISTRATIVE LAW ......... 106 A. Administrative Law Principles ....................................... 106 B. Administrative Features of the Distributive Model ...... 111 C. The Distributive Model and the Establishment Clause ............................................................................. 117 V. NEW ISSUES UNDER THE DISTRIBUTIVE MODEL .................... 123 A. Political Legitimacy ........................................................ 123 B. Additional Questions ..................................................... 132 1. Judicial Review ........................................................ 132 2. Delegation ............................................................... 136 a. Procedural Due Process ................................... 138 b. Municipal Liability and Qualified Immunity .. 141 VI. CONCLUSION .......................................................................... 143 Associate Professor of Law, Stetson University College of Law; J.D., -
Evolution Vs. Creationism: an Introduction of the Country Where There Is Still an Ongoing Dolphin Mysteries Is Awell-Written, Inter (2Nd Edition)
BOOK REVIEEWS ELIZABETHCOWLES, DEPARTMENT EDITOR $l gE i Sl Er [@ l l 13iE 1 !A of species presented) as well as notes to the text, a glossary, and a bibliography. Evolution vs. Creationism: An Introduction of the country where there is still an ongoing Dolphin Mysteries is awell-written, inter (2nd Edition). By Eugenie C. Scott. 2009. debate about restricting the teaching of evolu esting book on several levels. The authors' Greenwood Press. (ISBN 978-0-313-34427 tion. Luckily for us, we have Eugenie Scott's fascination with their subjects and respect 5). 351 pages. Hardback. $49.95 scholarly writing to support the teaching of for their habits and habitats are in evidence Eugenie Scott, Executive Director of the evolution while it continues being targeted by throughout the text.Much of dolphin behav National Center for Science Education, is the antievolution movement. ior remains mysterious; the authors vividly one of the leading authorities in discuss convey the difficulties of the study of swift ing the controversy around the teaching of moving underwater animals. However, many Jose Vazquez behaviors are so clearly described and illus evolution. The second edition of her book Master Teacher Science of trated that the reader feels as if real dolphins includes recent developments in the evo Liberal Studies Program lution/creationism controversy in schools, had swum across the pages of the book, New York University playing with seaweed, displaying affection such as the Dover trial. This book is hard New York, NY 10003 or aggression, and at times being as curious Downloaded from http://online.ucpress.edu/abt/article-pdf/71/7/436/55238/20565349.pdf by guest on 26 September 2021 ly an introduction; it is the equivalent of [email protected] an encyclopedia since she covers so much about the researchers as the humans are of ground, and includes plenty of reference them.