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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. -
PE1530/L: National Center for Science Education Letter of 7
420 40th Street, Suite 2 Oakland CA 94609-2688 510.601.7203 • 800.290.6006 FAX 510.601.7204 • www.ncse.com Defending the teaching of evolution and climate science November 7, 2014 Submission regarding PE01530 I am writing on behalf of the National Center for Science Education (NCSE) to express support of petition PE01530: Guidance on how creationism is presented in schools, which calls for “official guidance to bar the presentation in Scottish publicly funded schools of separate Ann Reid, Executive Director creation and of Young Earth doctrines as viable alternatives to the A DVISORY C OUNCIL Eugenie C. Scott, Chair Bruce Alberts, U.C. San Francisco established science of evolution, common descent, and deep time.” Francisco J. Ayala, U.C. Irvine Frederick Borsch, L.T.S.P. Stephen G. Brush, U. MD NCSE is a non-profit organization based in the United States that works Sean B. Carroll, U. WI Johnnetta B. Cole, Smithsonian Joel Cracraft, AMNH to defend the integrity of science education. NCSE is religiously neutral, Brent Dalrymple, OR State U. James E. Darnell Jr, Rockefeller University supporting the right of every individual to hold, practice, and advocate Richard E. Dickerson, UCLA Robert H. Dott Jr, U. WI their beliefs, religious or non-religious. NCSE is affiliated with the Niles Eldredge, AMNH Milton Fingerman, Tulane Douglas J. Futuyma, SUNY Stony Brook American Association for the Advancement of Science and the National Alfred G. Gilman, U. Texas SMC Laurie Godfrey, U. MA Science Teachers Association. Ursula Goodenough, Wash. U. St Louis James Hansen, NASA Goddard Donald Hornig, Harvard Duane E. -
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. -
Interview with Glenn Branch
Interview with Glenn Branch Interview with Glenn Branch 1 Heslley Machado Silva 1Centro Universitário de Formiga (UNIFOR-MG) Glenn Branch is the deputy director of the National Center for Science Education, where his work involves organizing resistance to attempts to undermine the teaching of socially but not scientifically controversial topics, such as evolution and climate change. He received the Evolution Education Award for 2020 from the National Association of Biology Teachers. He has written extensively about evolution and climate education, and threats to them, for scholarly journals, reference works, and popular magazines: his “The latest face of creationism,” written with Eugenie C. Scott, was translated as “Manobras mais recentes do criacionismo,” Scientific American Brasil 2009; 81: 82– 89. With Scott, he edited Not In Our Classrooms: Why Intelligent Design is Wrong For Our Schools (2006). Branch is currently also coordinating NCSE’s survey research program, which recently produced a major publication: Eric Plutzer, Glenn Branch, and Ann Reid, “Teaching evolution in U.S. public schools: A continuing Photograph: Bob Melton challenge,” Evolution: Education and Outreach 2020; 13(14). 6| P á g i n a Conexão Ci. | Formiga/MG | Vol. 15 | Nº 4 |p. 6-5 | 2020 Interview with Glenn Branch 1. Tell us a little about the role of the [intelligent design] cannot uncouple itself from its National Center for Science Education, the non- creationist, and thus religious, antecedents.” The governmental organization (NGO) in the USA intelligent design movement never really recovered where you work. What is its scope? from the blow. In the wake of Kitzmiller v. Dover, attacks on evolution in public education have NCSE was founded in the early 1980s, to serve increasingly eschewed calling for creationism to be as a national resource for grassroots organizations taught, instead favoring the strategy of belittling resisting the attempts to impose creation science— evolution. -
Factors Potentially Influencing Student Acceptance of Biological Evolution
NOTE TO USERS This reproduction is the best copy available. UMI* Factors Potentially Influencing Student Acceptance of Biological Evolution Jason R. Wiles Department of Integrated Studies in Education McGill University Montreal, Quebec, Canada April 2008 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy. © Jason R. Wiles, 2008 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 OttawaONK1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-66699-9 Our file Notre reference ISBN: 978-0-494-66699-9 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'Internet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. -
Should Students Be Able to Opt out of Evolution? Some Philosophical Considerations
Evo Edu Outreach (2010) 3:163–169 DOI 10.1007/s12052-010-0222-4 EDUCATION ARTICLE Should Students Be Able to Opt Out of Evolution? Some Philosophical Considerations Robert T. Pennock Published online: 21 April 2010 # Springer Science+Business Media, LLC 2010 Abstract One new development in the ongoing creationism/ was going to hurt Alberta’s international image and make it evolution controversy has been the proposal to institute opt- “sound like Arkansas.” (CBC News 2009a) out policies that would allow creationist parents to exempt A similar controversy had arisen in the United States their children from any instruction involving evolution. By in Oklahoma earlier in the year. A proposed “Science way of an explanation of some of the philosophical issues at Education and Academic Freedom Act,” which followed play in the debate over evolution and the nature of science, the script of other so-called “Academic Freedom” bills that this article shows the educational folly of such policies. If Intelligent Design Creationists (IDCs) were lobbying for, evolution is taught properly, it should not be possible to opt included language that said students could not be “penalized out of it without opting out of biology. Moreover, if Intelligent in any way because [they] subscribe to a particular position” Design creationist criticisms of evolution and scientific on scientific theories. The key aim of the bill was to allow naturalism were taken as the basis for opting out, then the creationist material that would critique evolution and other effect would be even more radical and would require opting scientific theories, and opponents of the bill pointed out that out of science entirely. -
Evolution Education in Canadaʼs Museums: Where Is Human Evolution?
Evolution education in Canadaʼs museums: where is human evolution? Sarah Bean Department of Anthropology, McGill University, Montreal February 2011 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Masters of Arts. © Sarah Bean, 2011 Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-75858-8 Our file Notre référence ISBN: 978-0-494-75858-8 NOTICE: AVIS: The author has granted a non- L'auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distrbute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation. -
An Evolving Controversy: the Struggle to Teach Science In
An Evolving Controversy The Struggle to Teach Science in Science Classes By Michael Berkman and Eric Plutzer Like many researchers who are interested in K–12 education, we are overall very pleased with the proposed Framework and are veryone from President Obama to the average parent eager to see it developed into a new set of standards to guide seems to agree that the STEM fields—science, technol- instruction.* And yet, as political scientists who have studied ogy, engineering, and mathematics—are critical to the America’s long-running debate over teaching evolution versus nation’s future. But, according to the National Research creationism, we bring a unique perspective to the question of ECouncil, “too few U.S. workers have strong backgrounds in these implementing any new standards based on the Framework. We fields, and many people lack even fundamental knowledge of have not only examined the history of the evolution debate as well them.” The only solution is “a new approach to K–12 science edu- as ongoing polls of public opinion, but also conducted a nation- cation in the United States.”1 Last year, the Council took the lead ally representative survey of how high school biology teachers in developing that new approach when it released A Framework deal with evolution in the classroom. We see a rough road ahead for K–12 Science Education: Practices, Crosscutting Concepts, and for teachers. CH Core Ideas. Our findings are relevant to all K–12 science instruction because the widespread adoption of standards based on the Michael Berkman and Eric Plutzer are both professors in the Department Framework will make evolutionary biology much more salient for of Political Science at Pennsylvania State University. -
Intelligent Design's Trajectory After Dover
University of St. Thomas Journal of Law and Public Policy Volume 4 Issue 1 Fall 2009 Article 8 January 2009 Leap of Faith: Intelligent Design's Trajectory after Dover Joshua Rosenau Follow this and additional works at: https://ir.stthomas.edu/ustjlpp Part of the First Amendment Commons, Law and Philosophy Commons, and the Religion Law Commons Recommended Citation Joshua Rosenau, Leap of Faith: Intelligent Design's Trajectory after Dover, 4 U. ST. THOMAS J.L. & PUB. POL'Y 278 (2009). Available at: https://ir.stthomas.edu/ustjlpp/vol4/iss1/8 This Article is brought to you for free and open access by UST Research Online and the University of St. Thomas Journal of Law and Public Policy. For more information, please contact the Editor-in-Chief at [email protected]. LEAP OF FAITH: INTELLIGENT DESIGN'S TRAJECTORY AFTER DOVER JOSHUA ROSENAU* Here on these cliffs ofDover So high you can't see over And while your head is spinning Hold tight, it'sjust beginning -The Decemberists, "We Both Go Down Together"' With the failure of Intelligent Design (ID) in Kitzmiller v. Dover,2 the questions stand: what will be next in the creationism-evolution conflict? Can ID overcome the evidence and legal arguments that sank it in Dover, Pennsylvania? Will a new strategy emerge? And if so, will that successor fare any better than ID, creation science, or biblical creationism before that? To address these questions, Part I of this article examines the history of creationism and the ID movement. Part II gives specific attention to the Kitzmiller3 case and examines whether the ruling was, as critics argue, overbroad and incorrect in its conclusions about whether ID is science or creationism. -
The Latest Face of Creationism in the Classroom
Scientific American Magazine - December 16, 2008 The Latest Face of Creationism in the Classroom Creationists who want religious ideas taught as scientific fact in public schools continue to adapt to courtroom defeats by hiding their true aims under ever changing guises By Glenn Branch and Eugenie C. Scott Professors routinely give advice to students but usually while their charges are still in school. Arthur Landy, a distinguished professor of molecular and cell biology and biochemistry at Brown University, recently decided, however, that he had to remind a former premed student of his that “without evolution, modern biology, including medicine and biotechnology, wouldn’t make sense.” The sentiment was not original with Landy, of course. Thirty-six years ago geneticist Theodosius Dobzhansky, a major contributor to the foundations of modern evolutionary theory, famously told the readers of The American Biology Teacher that “nothing in biology makes sense, except in the light of evolution.” Back then, Dobzhansky was encouraging biology teachers to present evolution to their pupils in spite of religiously motivated opposition. Now, however, Landy was addressing Bobby Jindal—the governor of the state of Louisiana—on whose desk the latest antievolution bill, the so-called Louisiana Science Education Act, was sitting, awaiting his signature. Remembering Jindal as a good student in his genetics class, Landy hoped that the governor would recall the scientific importance of evolution to biology and medicine. Joining Landy in his opposition to -
Understanding Creation Science and Intelligent Design Review of Huskinson, B
Branch Evo Edu Outreach (2021) 14:11 https://doi.org/10.1186/s12052-021-00150-2 Evolution: Education and Outreach BOOK REVIEW Open Access Understanding creation science and intelligent design Review of Huskinson, B. 2020. American Creationism, Creation Science, and Intelligent Design in the Evangelical Market. Palgrave Macmillan, Cham (Switzerland) Glenn Branch* Abstract In American Creationism, Creation Science, and Intelligent Design in the Evangelical Market, Benjamin Huskinson pre- sents a close examination of the two main American sociopolitical movements launched in opposition to evolution during the second half of the twentieth century: creation science and intelligent design. Despite a failure of a central argument and a handful of errors, the book is a welcome and valuable interrogation of the stereotypes of American creationism. Keywords: Creationism, Creation science, Intelligent design Benjamin Huskinson’s book, apparently based on his 2018 particularly piquant discussion, he examines the federal dissertation at Queen’s University Belfast, presents a close tax returns for 1997–2015 of the largest creation science examination of the two main American sociopolitical organizations, concluding that the Institute for Crea- movements launched in opposition to evolution during tion Research and Answers in Genesis are growing at the the second half of the twentieth century: creation science expense of their smaller rivals, with the latter, newer, and intelligent design. “Creation science was developed as organization experiencing the most growth, thanks to its a response to perceived threats to evangelical orthodoxy” multimillion-dollar tourist attractions. Owing to increas- (p. 108), he emphasizes, not as a rival position to balance ing secularization and education, adverse judicial deci- the teaching of evolution in the public schools—although sions, and the rise of the internet, however, he suspects it was so advanced in short order.