DOCSLIB.ORG

An Analysis of the Arguments for Intelligent Design Creationism To

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Analysis of the Arguments for Intelligent Design Creationism To AN ANALYSIS OF THE ARGUMENTS FOR INTELLIGENT DESIGN CREATIONISM TO BE TAUGHT IN SCIENCE CLASSES, IN THE PUBLIC EDUCATION SYSTEM OF THE UNITED STATES By PAUL GODDEN A thesis submitted to the Department of Education in conformity with the requirements for the degree of Master of Education Queen’s University Kingston, Ontario, Canada August, 2014 Copyright ©Paul Godden, 2014 CREATIONISM IN UNITED STATES PUBLIC SCHOOLS Abstract Teaching creationism, also called creation science, intelligent design (ID), and evidence against evolution—a religious doctrine, holding that life and the universe were created by a supernatural actor out of nothing—contravenes the First Amendment of the U.S. Constitution, and is illegal in U.S. public science classes. Nevertheless many U.S. high school science teachers continue to teach creationist doctrine as part of an undocumented, or hidden, curriculum. The arguments advanced in this study propose that creationism—as opposed to evolution—cannot be defined as science, and seeks to answer the following questions: (1) What arguments have been put forward by advocates of creationism, to make the case for creationist ideology in U.S. public school science classes? (2) What impact have the arguments of proponents of intelligent design creationism had, on American public education policy and the law? Data has been collected from relevant U.S. court rulings and associated texts, e.g., expert witness testimony under oath, cross-examination, and published works referred to in the proceedings. Testimony was analysed for its content—content analytic—to address specific creationist arguments with regard to scientific rigour, honesty and empirical reasoning. Judicial opinion proved to be more relevant in terms of commentary—context analytic. Judges as decision makers have given clear accounts of how creationist arguments have swayed their ruling, and thus U.S. law and government education policy, thereby directly addressing this study’s second research question. In addressing these questions, this research has provided a summative analysis of the arguments presented for ID to be taught in the science classrooms of U.S. public schools, and the counter arguments which have convinced U.S. judges to deny consistent attempts to include religious doctrine in science curricula. In doing so, this study provides a detailed baseline to i CREATIONISM IN UNITED STATES PUBLIC SCHOOLS which future arguments can be compared to highlight new—or simply recycled—points in the debate, and to identify any potential strategies for alleviating this on-going and costly dispute. ii CREATIONISM IN UNITED STATES PUBLIC SCHOOLS Acknowledgements My grateful appreciation goes to my supervisor, Dr. Ann Marie Hill for her patience and great attention to detail throughout my work, and to my committee member, Dr. Azza Sharkawy, who has unfailingly directed my thinking in fresh and challenging directions. Greg’ Fitzgerald, best friend for longer than memory can recollect, and a debating partner that leaves most graduate students floundering in his wake. Thank you for reminding me that winning a debate is so very far from changing a belief. Without my wife, my love and partner through all endeavours great and small, I would never have even begun my graduate studies, much less produced anything worthwhile. My love and unending gratitude go to Lorraine Godden. Always. As an immigrant to Canada who has only recently successfully taken his Canadian citizenship examinations, I am keenly aware that Canadian immigration, post-graduate study, and life in our adopted country would not have been at all possible without the love and support, in all ways practical and emotional of Lorraine’s parents, John and Joyce Barber. Lastly, but far from last in my thoughts and feelings, are the two people that have taught me the very definitions of hard work, love and selflessly dedicated support—my own mother and father, Pat and Roy Godden. I am certain that anyone in education would agree, that parents who put their children before themselves in all things are not as frequent as they should be—I can only hope to follow in their example. iii CREATIONISM IN UNITED STATES PUBLIC SCHOOLS Table of Contents Abstract ............................................................................................................................................ i Acknowledgements ........................................................................................................................ iii List of Figures .............................................................................................................................. viii List of Tables ................................................................................................................................. ix Chapter 1 Introduction .................................................................................................................... 1 A Definition of Terms: Creationism and the Central Tenets of Evolution ................................. 1 Purpose ........................................................................................................................................ 4 Research Questions ..................................................................................................................... 5 Decision Makers .......................................................................................................................... 6 A Summation............................................................................................................................... 7 Chapter 2 Rationale and a Review of the Literature ....................................................................... 8 Why the Controversy? ................................................................................................................. 8 The United States Constitution—Religious Clauses: History, Intent, and the Evolution of the Creationist Challenge .................................................................................................................. 8 The Lemon Test .......................................................................................................................... 9 The Endorsement Test ............................................................................................................... 10 Avoiding the prongs of purpose and effect. .......................................................................... 12 Epperson v. Arkansas (1968)................................................................................................. 12 Edwards v. Aguillard (1987). ................................................................................................ 13 Beyond the Lemon Test ............................................................................................................ 13 McLean v. Arkansas (1982). .................................................................................................. 13 Kitzmiller v. Dover (2005). .................................................................................................... 14 Creation Science vs. the Science of Evolution: What is Science? ............................................ 16 iv CREATIONISM IN UNITED STATES PUBLIC SCHOOLS Creation Science is Not Actually Science ................................................................................. 16 If it is Testable, then is it Science? ............................................................................................ 18 Testability .................................................................................................................................. 19 Is Creationism Even a Valid Area of Knowledge Production? ................................................. 20 Is Evolution Science? ................................................................................................................ 21 So the Situation is… .................................................................................................................. 23 The Debate Continues: An On-Going Problem for Legislators ................................................ 24 An On-Going Problem for Educators........................................................................................ 25 Awareness of legal requirements. .......................................................................................... 26 An On-Going Problem for Society............................................................................................ 27 Continuing support for creationist ideology—a socio-political perspective. ........................ 27 An On-Going Problem for Students .......................................................................................... 28 A Further Problem for Educators in the Classroom .................................................................. 34 Controversy? What controversy? .......................................................................................... 35 Controversy in the classroom. ............................................................................................... 36 Creationism and ID in the science classroom. ....................................................................... 38 A non-scientific worldview. .................................................................................................. 39 Theoretical Framework and the Contributions of this Research ............................................... 40 Constructivism—two
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Media Coverage of International Climate Change Policy • Chandra Lal Pandey and Priya A
    The Media and the Major Emitters: Media Coverage of International Climate Change Policy • Chandra Lal Pandey and Priya A. Kurian* Abstract News media outlets are crucial for the dissemination of information on climate change issues, but the nature of the coverage varies across the world, depending on local geo- political and economic contexts. Despite extensive scholarship on media and climate change, less attention has been paid to comparing how climate change is reported by news media in developed and developing countries. This article undertakes a cross- national study of how elite newspapers in four major greenhouse gas emitting countries— the United States, the United Kingdom, China and India—frame coverage of climate change negotiations. We show that framing is similar by these newspapers in developing countries, but there are clear differences in framing in the developed world, and between the developed and developing countries. While an overwhelming majority of these news stories and the frames they deploy are pegged to the stance of domestic institutions in the developing countries, news frames from developed countries are more varied. Despite the overwhelming scientific consensus on the reality of anthropogenic cli- mate change and the threat it poses to the planet, international policy responses— most notably in the form of a global climate treaty—remain fragmented and inadequate. The on-going negotiations under the United Nations Framework Convention on Climate Change (UNFCCC) are marked by a fundamental dis- juncture between
    [Show full text]
  • Science Denial As a Form of Pseudoscience
    Studies in History and Philosophy of Science 63 (2017) 39e47 Contents lists available at ScienceDirect Studies in History and Philosophy of Science journal homepage: www.elsevier.com/locate/shpsa Science denial as a form of pseudoscience Sven Ove Hansson Department of Philosophy and History, Royal Institute of Technology (KTH), Brinellvägen 32, 100 44 Stockholm, Sweden article info abstract Article history: Science denialism poses a serious threat to human health and the long-term sustainability of human Received 14 September 2016 civilization. Although it has recently been rather extensively discussed, this discussion has rarely been Received in revised form connected to the extensive literature on pseudoscience and the science-pseudoscience demarcation. This 3 March 2017 contribution argues that science denialism should be seen as one of the two major forms of pseudo- Available online 31 May 2017 science, alongside of pseudotheory promotion. A detailed comparison is made between three prominent forms of science denialism, namely relativity theory denialism, evolution denialism, and climate science Keywords: denialism. Several characteristics are identified that distinguish science denialism from other forms of Science denialism Pseudoscience pseudoscience, in particular its persistent fabrication of fake controversies, the extraordinary male Climate science denialism dominance among its activists, and its strong connection with various forms of right-wing politics. It is Creationism argued that the scientific response to science denialism has to be conceived with these characteristics in Relativity theory denial mind. In particular, it is important to expose the fabricated fake controversies for what they are and to reveal how science denialists consistently use deviant criteria of assent to distort the scientific process.
    [Show full text]
  • 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..................................................................................................
    [Show full text]
  • Denialism: Organized Opposition to Climate Change Action in the United States
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/341162159 Denialism: organized opposition to climate change action in the United States Preprint · May 2020 DOI: 10.13140/RG.2.2.14299.18723 CITATIONS READS 0 208 1 author: Robert J Brulle Drexel University 57 PUBLICATIONS 2,770 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Green Money and the Environment View project Aggregate Public Concern over Climate Change View project All content following this page was uploaded by Robert J Brulle on 05 May 2020. The user has requested enhancement of the downloaded file. Brulle, Robert J. 2020. Denialism: organized opposition to climate change action in the United States, pp. 328 - 341 in David Konisky (Ed.) Handbook of Environmental Policy. Edward Elgar Publishing, Northampton MA. 24. Denialism: organized opposition to climate change action in the United States Robert J. Brulle Despite extreme weather events and urgent warnings from the scientific community, action to mitigate carbon emissions is stalled. Following the dramatic Congressional testimony in 1988 of Dr. James E. Hansen (Hansen 1988: 40), climate change emerged as a global issue. Since that time a broad range of actors with divergent interests have entered into the public arena and engaged in a struggle to control public discussion and understanding of climate change, and thus define appropriate policy responses. In this political struggle, efforts to take action on climate change have encountered substantial social inertia in the form of cultural, institutional, and individual resistance (Brulle and Norgaard 2019).
    [Show full text]
  • AIDS Denialism Beliefs Among People Living with HIV/AIDS
    J Behav Med (2010) 33:432–440 DOI 10.1007/s10865-010-9275-7 ‘‘There is no proof that HIV causes AIDS’’: AIDS denialism beliefs among people living with HIV/AIDS Seth C. Kalichman • Lisa Eaton • Chauncey Cherry Received: February 1, 2010 / Accepted: June 11, 2010 / Published online: June 23, 2010 Ó Springer Science+Business Media, LLC 2010 Abstract AIDS denialists offer false hope to people liv- example, claim that Nazi Germany did not systematically ing with HIV/AIDS by claiming that HIV is harmless and kill 6 million Jews (Shermer and Grobman 2000) and that AIDS can be cured with natural remedies. The current Global Warming Deniers believe that climatology is a study examined the prevalence of AIDS denialism beliefs flawed science with no proof of greenhouse gases changing and their association to health-related outcomes among the atmosphere (Lawler 2002). Among the most vocal people living with HIV/AIDS. Confidential surveys and anti-science denial movements is AIDS Denialism, an out- unannounced pill counts were collected from a conve- growth of the radical views of University of California nience sample of 266 men and 77 women living with HIV/ biologist Duesberg and his associates (1992, 1994; Duesberg AIDS that was predominantly middle-aged and African and Bialy 1995; Duesberg and Rasnick 1998). Duesberg American. One in five participants stated that there is no claims that HIV and all other retroviruses are harmless and proof that HIV causes AIDS and that HIV treatments do that AIDS is actually caused by illicit drug abuse, poverty, more harm than good. AIDS denialism beliefs were more and antiretroviral medications (Duesberg et al.
    [Show full text]
  • The Case Against Intelligent Design
    1 THE CASE AGAINST INTELLIGENT DESIGN. The Faith That Dare Not Speak Its Name by Jerry Coyne Post date: 08.11.05 Issue date: 08.22.05 Of Pandas and People By Percival Davis and Dean H. Kenyon (Haughton Publishing Company, 170 pp., $24.95) I. Exactly eighty years after the Scopes "monkey trial" in Dayton, Tennessee, history is about to repeat itself. In a courtroom in Harrisburg, Pennsylvania in late September, scientists and creationists will square off about whether and how high school students in Dover, Pennsylvania will learn about biological evolution. One would have assumed that these battles were over, but that is to underestimate the fury (and the ingenuity) of creationists scorned. The Scopes trial of our day--Kitzmiller, et al v. Dover Area School District et al-- began innocuously. In the spring of 2004, the district's textbook review committee recommended that a new commercial text replace the outdated biology book. At a school board meeting in June, William Buckingham, the chair of the board's curriculum committee, complained that the proposed replacement book was "laced with Darwinism." After challenging the audience to trace its roots back to a monkey, he suggested that a more suitable textbook would include biblical theories of creation. When asked whether this might offend those of other faiths, Buckingham replied, "This country wasn't founded on Muslim beliefs or evolution. This country was founded on Christianity and our students should be taught as such." Defending his views a week later, Buckingham reportedly pleaded: "Two thousand years ago, someone died on a cross.
    [Show full text]
  • Epistemically Detrimental Dissent in Climate Science
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2017 Epistemically Detrimental Dissent in Climate Science Iheanyi Amadi University of Montana, Missoula Follow this and additional works at: https://scholarworks.umt.edu/etd Part of the Environmental Policy Commons, and the Philosophy of Science Commons Let us know how access to this document benefits ou.y Recommended Citation Amadi, Iheanyi, "Epistemically Detrimental Dissent in Climate Science" (2017). Graduate Student Theses, Dissertations, & Professional Papers. 10991. https://scholarworks.umt.edu/etd/10991 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. EPISTEMICALLY DETRIMENTAL DISSENT IN CLIMATE SCIENCE By IHEANYI JOHN AMADI M.A. (Philosophy), University of Port Harcourt, Port Harcourt, Nigeria, 2014 B.Phil. (Philosophy), Pontifical Urban University, Rome, Italy, 2007 B.A. (Philosophy), Imo State University, Owerri, Nigeria, 2007 Thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Philosophy The University of Montana Missoula, MT May 2017 Approved by: Scott Whittenburg, Dean of the Graduate School Graduate School Soazig Le Bihan, Chair Department of Philosophy Albert Borgmann, Committee Member Department of Philosophy Christopher Preston, Committee Member Department of Philosophy Dane Scott, Committee Member Forestry and Conservation Amadi, Iheanyi, M.A., Spring 2017 Philosophy ABSTRACT Chairperson: Soazig Le Bihan Committee Member: Albert Borgmann Committee Member: Christopher Preston Committee Member: Dane Scott Dissent, criticism and controversy are integral to scientific practice, especially when we consider science as a communal enterprise.
    [Show full text]
  • Shades of Denialism
    Shades of Denialism Lauren E. Cagle University of South Florida ~ [email protected] Carl Herndl University of South Florida ~ [email protected] Abstract Journalists and scholars have been writing about the phenomenon of climate denialism since the late 1990s. These exposés of climate denialism focus on how controversy has been manufactured by the oil, gas and coal industries and the think tanks and policy institutes they underwrite. In exposing these tactics, critics tend to portray climate deniers as a homogeneous group of ideologues, scoundrels and dupes. We argue that climate denialism or climate skepticism is a more nuanced cultural formation that has complex sources, ideological commitments, and rhetorical expressions. This argument follows recent analyses turning primarily to ideology, political affiliation, and personal values to explain denialism and skepticism in the face of overwhelming scientific evidence (McCright & Dunlap, 2011; Poortinga, Spence, Whitmarsh, Capstick, & Pidgeon, 2011; Whitmarsh, 2011). Using analyses primarily of online spaces, such as comments on news stories and discussion threads on the forum- based site Reddit, this paper will identify multiple shades of denialism and skepticism as they emerge in a variety of forums. We plot these variations on a theme on a map organized by the degree to which a position emerges form a scientific background and the strength of its skepticism. This paper argues that if we are to address the crucial problem of climate denialism, we need a better understanding of not only the political and economic, but also the rhetorical and social nuances of the problem. Shades of Denialism In a recent review essay in The Atlantic Magazine, Charles Mann recounts the stalemate between ecologists and economists over how to address global climate change.
    [Show full text]
  • Jerry Coyne the Faith That Dare Not Speak Its Name the Case Against Intelligent Design
    the new republic P august 22 & 29, 2005 21 Wolsky had fabrics made. “Samples long as we’re there, we might as well ap- pictures possible?” I asked who that per- would go back and forth until we could preciate the good ones. We might also son might be. Fellini said, “Piero Gher- arrive at the right weight, weave and col- remember that costumes are usually ex- ardi.” Gherardi was the designer, a long- or.... Everything that Tom Hanks wore tensions of the director’s concept of the time colleague of Fellini’s. He was out of was woven for him.” The facing photo of film. In 1964 I spent a day with Federico town at the moment, and by the time I Hanks in his long overcoat makes us Fellini in Rome while he was shooting got back to Rome he had died. But I nev- grateful for Wolsky’s care. Juliet of the Spirits. At the end of the day er see a Fellini film, which happens fairly I doubt that many viewers go to films I thanked him, and he said, “Why don’t often, without thinking of what the direc- in order to judge the costumes, but as you go to see the genius who makes my tor said about his designer. J Jerry Coyne The Faith That Dare Not Speak Its Name The case against intelligent design. I. Of Pandas and People evidence.... Intelligent design is an xactly eighty years after By Percival Davis and explanation of the origin of life that the Scopes “monkey trial” Dean H.
    [Show full text]
  • What Is at Stake in Democratizing Knowledge?
    Forthcoming in Foundations of Science Identifying Difference, Engaging Dissent: What is at Stake in Democratizing Knowledge? Loren King1, Brandon Morgan­Olsen2, and James Wong3 Abstract Several prominent voices have called for a democratization of science through deliberative processes that include a diverse range of perspectives and values. We bring these scholars into conversation with extant research on democratic deliberation in political theory and the social sciences. In doing so, we identify systematic barriers to the effectiveness of inclusive deliberation in both scientific and political settings. We are particularly interested in what we call misidentified dissent, where deliberations are starkly framed at the outset in terms of dissenting positions without properly distinguishing the kinds of difference and disagreement motivating dissent. The creation of cognitive democracy, of democratic science, is as much a matter of conflict and hope as is the creation of political democracy. Helen Longino, “Subjects, Power and Knowledge” 1. Introduction Several recent voices in epistemology and the philosophy of science have called for a democratic turn in understanding how we seek and gain knowledge. Philip Kitcher calls for inclusion of all relevant parties in an “enlightened democracy” of knowledge production, where participants are carefully tutored to avoid “the danger of holding inquiry hostage to capricious and irrational desires” (Kitcher 2003, 124), but are nonetheless motivated by respect for other views 1 Department of Political Science, Wilfrid Laurier University, Waterloo, Ontario, Canada 2 Department of Philosophy, Loyola University Chicago, Illinois, USA 3 Department of Philosophy, Wilfrid Laurier University, Ontario, Canada 1 (118­119). In this way, Kitcher hopes parties will transform their beliefs and preferences in light of compelling evidence and persuasive argument, while taking seriously a diversity of perspectives and interests.
    [Show full text]