Dogging Darwin: America's Revolt Against the Teaching of Evolution J
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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” ..................................................................................... -
HUMANISM Religious Practices
HUMANISM Religious Practices . Required Daily Observances . Required Weekly Observances . Required Occasional Observances/Holy Days Religious Items . Personal Religious Items . Congregate Religious Items . Searches Requirements for Membership . Requirements (Includes Rites of Conversion) . Total Membership Medical Prohibitions Dietary Standards Burial Rituals . Death . Autopsies . Mourning Practices Sacred Writings Organizational Structure . Headquarters Location . Contact Office/Person History Theology 1 Religious Practices Required Daily Observance No required daily observances. Required Weekly Observance No required weekly observances, but many Humanists find fulfillment in congregating with other Humanists on a weekly basis (especially those who characterize themselves as Religious Humanists) or other regular basis for social and intellectual engagement, discussions, book talks, lectures, and similar activities. Required Occasional Observances No required occasional observances, but some Humanists (especially those who characterize themselves as Religious Humanists) celebrate life-cycle events with baby naming, coming of age, and marriage ceremonies as well as memorial services. Even though there are no required observances, there are several days throughout the calendar year that many Humanists consider holidays. They include (but are not limited to) the following: February 12. Darwin Day: This marks the birthday of Charles Darwin, whose research and findings in the field of biology, particularly his theory of evolution by natural selection, represent a breakthrough in human knowledge that Humanists celebrate. First Thursday in May. National Day of Reason: This day acknowledges the importance of reason, as opposed to blind faith, as the best method for determining valid conclusions. June 21 - Summer Solstice. This day is also known as World Humanist Day and is a celebration of the longest day of the year. -
The 1925 Monkey Trial
The “Monkey Trial” March 1925. • On 21st March 1925 Tennessee passed the Butler Act which stated: • That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State which are supported in whole or in part by the public school funds of the State, to teach any theory that denies the Story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals. Proposer of the act: John Washington Butler. Religion vs. Science. • (State Representative) John W. Butler, a Tennessee farmer and head of the World Christian Fundamentals Association, lobbied state legislatures to pass the anti-evolution law. The act is challenged. • John Thomas Scopes' involvement in the so-called Scopes Monkey Trial came about after the American Civil Liberties Union (ACLU) announced that it would finance a test case challenging the constitutionality of the Butler Act if they could find a Tennessee teacher willing to act as a defendant. • Photograph of John Scopes taken one month before the trial. Opportunistic Bush Lawyers? • A band of businessmen in Dayton, Tennessee, led by engineer and geologist George Rappleyea, saw this as an opportunity to get publicity for their town and approached Scopes. • Rappleyea pointed out that while the Butler Act prohibited the teaching of human evolution, the state required teachers to use the assigned textbook, Hunter's Civic Biology (1914), which included a chapter on evolution. • Rappleyea argued that teachers were essentially required to break the law. -
Where Did We Come From?
Reading 10.2 Where Did We Come From? Lottie L. Joiner or a year, Martha Wise listened to presentations, vis- investigate and critically analyze all aspects of evolutionary ited constituents’ homes, took phone call after long theory.” The statement made Ohio the first state to require F phone call, and spent hours answering e-mail. She districts to let criticisms of evolution be examine din class- was often up until the wee hours of the morning, trying to rooms. However, a disclaimer insists that the board did not understand the latest issue dividing her state: the teaching support “the teaching or testing of intelligent design,”a the- of “intelligent design,” one of the alternative theories of the ory that the complex features of life are the result of intelli- origin of species. gent planning and activity. “I’m not a scientist. I don’t know much about science,” For many, it was a compromise that satisfied both sides. says Wise, a member of the Ohio State Board of Education. Some felt that it was not enough. Others believed that the “There’s nothing the intelligent design people showed me Ohio board had caved to the pressure of Darwin’s critics. that the science people couldn’t say,‘That’s not evidence,’or “Science education has not convinced a lot of ‘That’s not a fact.’ I can’t refute them because I don’t know Americans that Darwin was right,”says Charles Haynes, se- that much about it. I can’t believe either side.” nior scholar at the Freedom Forum’s first amendment The question of which side you believe is central to the Center, based at Vanderbilt University in Nashville, Tenn. -
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. -
Darwins-Corrosive-Idea.Pdf
This report was prepared and published by Discovery Institute’s Center for Science and Culture, a non-profit, non-partisan educational and research organization. The Center’s mission is to advance the understanding that human beings and nature are the result of intelligent design rather than a blind and undirected process. We seek long-term scientific and cultural change through cutting-edge scientific research and scholarship; education and training of young leaders; communication to the general public; and advocacy of academic freedom and free speech for scientists, teachers, and students. For more information about the Center, visit www.discovery.org/id. FOR FREE RESOURCES ABOUT SCIENCE AND FAITH, VISIT WWW.SCIENCEANDGOD.ORG/RESOURCES. PUBLISHED NOVEMBER, 2016. © 2016 BY DISCOVERY INSTITUTE. DARWIN’S CORROSIVE IDEA The Impact of Evolution on Attitudes about Faith, Ethics, and Human Uniqueness John G. West, PhD* EXECUTIVE SUMMARY In his influential book Darwin’s Dangerous Idea, have asked about the impact of science on a person’s philosopher Daniel Dennett praised Darwinian religious faith typically have not explored the evolution for being a “universal acid” that dissolves impact of specific scientific ideas such as Darwinian traditional religious and moral beliefs.1 Evolution- evolution.5 ary biologist Richard Dawkins has similarly praised In order to gain insights into the impact of Darwin for making “it possible to be an intellect- specific scientific ideas on popular beliefs about ually fulfilled atheist.”2 Although numerous studies God and ethics, Discovery Institute conducted a have documented the influence of Darwinian nationwide survey of a representative sample of theory and other scientific ideas on the views of 3,664 American adults. -
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. -
Darwin Day in Deep Time: Promoting Evolutionary Science Through Paleontology Sarah L
Shefeld and Bauer Evo Edu Outreach (2017) 10:10 DOI 10.1186/s12052-017-0073-3 RESEARCH ARTICLE Open Access Darwin Day in deep time: promoting evolutionary science through paleontology Sarah L. Shefeld1,2* and Jennifer E. Bauer2 Abstract Charles Darwin’s birthday, February 12th, is an international celebration coined Darwin Day. During the week of his birthday, universities, museums, and science-oriented organizations worldwide host events that celebrate Darwin’s scientifc achievements in evolutionary biology. The University of Tennessee, Knoxville (UT) has one of the longest running celebrations in the nation, with 2016 marking the 19th year. For 2016, the theme for our weeklong series of events was paleontology, chosen to celebrate new research in the feld and to highlight the specifc misconceptions of evolution within the context of geologic time. We provide insight into the workings of one of our largest and most successful Darwin Day celebration to date, so that other institutions might also be able to host their own rewarding Darwin Day events in the future. Keywords: Charles Darwin, Paleontology, Tennessee, Community, Evolutionary biology, Fossils Introduction event, was given by Dr. Neil Shubin, paleontologist and February 12th is an annual international celebration of author of popular science book Your Inner Fish, was the life and work of Charles Darwin, collectively termed attended by over 600 university and community members. “Darwin Day”. Tese global events have similar objec- Celebrating Darwin’s theory of evolution by natural tives: to educate and excite the public about evolutionary selection is particularly important in the United States, science. Although Darwin’s work is most often discussed where a nearly one-third of the adult population does not in terms of its incredible impact on evolutionary biol- accept the evidence for evolution (Miller et al. -
A Civic Biology
A CIVIC BIOLOGY Presented In Problems BY GEORGE WILLIAM HUNTER, A.M. HEAD OF THE DEPARTMENT OF' BIOLOGY, DE WITT CLINTON mGH SCHOOL, CITY OF NEW YORK. AUTHOR OF "ELEMENTS OF BIOLOGY," "ESSENTIALS OF BIOLOGY," ETC. AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO COI'YHIGIIT, tVl..j., BY GEOIWg WI LLIAM liLJN'l'ER COPYIUWI'r, 1U14, IN GREAT BRiTAIN. lJUNTI.;){, OIVlC BIOLOGY. W. P. 4 192 EVOLUTION EVOLUTION 193 Adaptations in Mammalia. - Of the thirty-five hundred species, Increasing Complexity of Structure and of Habits in Plants and most inhabit continents; a few species are found on different islands Animals. - In our study of biology so far we have attempted to and some, as the whale, inhabit the ocean. They vary in size fro~ get some notion of the various factors which act upon living things. the whale and the elephant to tiny shrew mice and moles. Adapta We have seen how plants and animals interact upon each other. tions to different habitat We have learned something about the various physiological pro andmethods of life abound; cesses of plants and animals, and have found them to be in many the seal and whale have respects identical. We have found grades of complexity in plants the limbs modified into from the one-celled plant, bacterium or pleurococcus, to the com flippers, the sloth and plicated flowering plants of considerable size and with many squirrel have limbs pecul Periods liJrOlatiOlls inlIl'stem United Slates andClwaderiSlic 1ifpecflforwmeoch Fare Foot iarly adapted to climbing, Recent ,~,_ while the bats have the OneToe fore limbs modeled for Splints of flight. -
Teach the Controversy” Slogan?
What’s Wrong with the “Teach the Controversy” Slogan? WHAT’S WRONG WITH THE “TEACH THE CONTROVERSY” SLOGAN? EUGENIE C. SCOTT National Center for Science Education ABSTRACT. Teachers are often exhorted by creationists to “teach the contro- versy.” Although such encouragement sounds on the surface like a proposal for critical thinking instruction, the history of the creationist movement in North America belies this claim. Rather than teach students to analyze and evaluate actual scientific controversies, the intent of “teach the controversy” exhortations is to have teachers instruct students that evolution is weak or unsubstantiated science that students should not take seriously. Such instruc- tion in alleged “evidence against evolution,” or “critical analysis of evolution” would seriously mis-educate students, and should be resisted by teachers and administrators. EN QUOI LE SLOGAN « ENSEIGNER LA CONTROVERSE » POSE T’IL LE PROBLÈME ? RÉSUMÉ. Les créationnistes encouragent souvent les professeurs à « enseigner la controverse ». Même si au premier abord de tels encouragements peuvent ressembler à la proposition d’une méthode de pensée critique, l’histoire du mouvement créationniste en Amérique du Nord dément cette affirmation. Plutôt que d’enseigner aux étudiants comment analyser et évaluer des con- troverses actuelles scientifiques, la finalité des exhortations à « enseigner la controverse » consiste à faire en sorte que les professeurs enseignent aux étudiants que l’évolution est une science faible ou non corroborée et que les étudiants ne devraient donc pas la prendre au sérieux. De telles directives quant à la présumée « preuve contre l’évolution » ou l’« analyse critique de l’évolution » contribueraient à sérieusement inculquer aux étudiants des con- naissances erronées, et les professeurs et les administrateurs doivent résister à ces directives. -
Teaching the Theories of Evolution and Scientific Creationism in the Public Schools: the First Amendment Religion Clauses and Permissible Relief
University of Michigan Journal of Law Reform Volume 15 1982 Teaching the Theories of Evolution and Scientific Creationism in the Public Schools: The First Amendment Religion Clauses and Permissible Relief J. Greg Whitehair University of Michigan Law School Follow this and additional works at: https://repository.law.umich.edu/mjlr Part of the Education Law Commons, First Amendment Commons, Religion Law Commons, and the Science and Technology Law Commons Recommended Citation J. G. Whitehair, Teaching the Theories of Evolution and Scientific Creationism in the Public Schools: The First Amendment Religion Clauses and Permissible Relief, 15 U. MICH. J. L. REFORM 421 (1982). Available at: https://repository.law.umich.edu/mjlr/vol15/iss2/10 This Note is brought to you for free and open access by the University of Michigan Journal of Law Reform at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in University of Michigan Journal of Law Reform by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. TEACHING THE THEORIES OF EVOLUTION AND SCIENTIFIC CREATIONISM IN THE PUBLIC SCHOOLS: THE FIRST AMENDMENT RELIGION CLAUSES AND PERMISSIBLE RELIEF Traditional methods of religious training and transmission of moral values have been irreversibly altered by the changing role of the family, the church, and the public school.1 The expanding role of the public school in this training triggers concern that these traditional moral and religious values are being displaced.1 As a result, the appropriate role of religion in the public schools has become the subject of ongoing, heated debate. -
The Darwin Show (Print Version)
LRB · Steven Shapin · The Darwin Show (print version) http://www.lrb.co.uk/v32/n01/steven-shapin/the-darwin-show/print Back to Article page Steven Shapin It has been history’s biggest birthday party. On or around 12 February 2009 alone – the 200th anniversary of Charles Darwin’s birth, ‘Darwin Day’ – there were more than 750 commemorative events in at least 45 countries, and, on or around 24 November, there was another spate of celebrations to mark the 150th anniversary of the publication of On the Origin of Species by Means of Natural Selection, or, the Preservation of Favoured Races in the Struggle for Life. In Mysore, Darwin Day was observed by an exhibition ‘proclaiming the importance of the day and the greatness of the scientist’. In Charlotte, North Carolina, there were performances of a one-man musical, Charles Darwin: Live & in Concert (‘Twas adaptive radiation that produced the mighty whale;/His hands have grown to flippers/And he has a fishy tail’). At Harvard, the celebrations included ‘free drinks, science-themed rock bands, cake, decor and a dancing gorilla’ (stuffed with a relay of biology students). Circulating around the university, student and faculty volunteers declaimed the entire text of the Origin. On the Galapagos Islands, tourists making scientific haj were treated to ‘an active, life-seeing account of the life of this magnificent scientist’, and a party of Stanford alumni retraced the circumnavigating voyage of HMS Beagle in a well-appointed private Boeing 757, intellectually chaperoned by Darwin’s most distinguished academic biographer. The Darwin anniversaries were celebrated round the world: in Bogotá, Mexico City, Montevideo, Toronto, Toulouse, Frankfurt, Barcelona, Bangalore, Singapore, Seoul, Osaka, Cape Town, Rome (where it was sponsored by the Pontifical Council for Culture, part of a Vatican hatchet-burying initiative), and in all the metropolitan and scientific settings you might expect.