“Evidence Against Evolution” 2001

1. “Evidence Against Evolution” 2001 • Montana HB 588 • Georgia HB 391 • Ohio HB 679 • Arkansas HB 2548

2. WHEREAS, compelling evidence exists in support of divergent scientific conclusions and validly competing theories of origin and the spirit of science requires that students be impartially exposed to all evidence, including scientific information tending to prove and disprove each theory; and…

3. Evolution as Unsupported Science, 2001 • Louisiana HB 1286 (“false or fraudulent information”) • Arkansas HB 2548 • Michigan HB 4382 (“unproven theory”)

4. “This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things, such as plants, animals, and humans….” No one was present when life first appeared on earth. Therefore, any statement about life’s origins should be considered as theory, not fact.

5. Columbia County, GA, 1996 The teaching of science should distinguish between theory and fact. Scientific hypotheses which cannot be proven or replicated, such as the theory of evolution, must always be taught as theories and not fact.

6. Tennessee HB/SB, 1996 • No teacher or administrator in a local education agency shall teach the theory of evolution except as a scientific theory. Any teacher or administrator teaching such theory as fact commits insubordination, as defined in Section 49-5-501(s)(6), and shall be dismissed or suspended as provided in Section 49-5-511.

7. “Pillars of Creationism” Evolution is a “theory in crisis”

8. (“evidence against evolution”....) • “Gaps in the fossil record” • Can’t get new body plans from mutation and selection • “Chance” can’t produce “design” • Life too complex to originate “by chance”

9. (“evidence against evolution”....) • alleged difference between “microevolution” and “macroevolution” • Earth too young for evolution to have occurred

10. (“evidence against evolution”....Icons) Haeckel’s embryos Peppered Moth “Fraud” Miller-Urey experiments Cambrian explosion a “problem” for evolution Archaeopteryx not a transitional form

12. TrueTrueTrueTrueTrue TrueTrueTrueTrueTrue Original Conclusion: Natural selection caused these changes — due to predation by birds. mainly • moths <1848 mostly light-colored• first dark moth found in 1848 • 47 years later, 98% dark moths• decline in dark moths began with use of cleaner fuels• today - dark moths are very rare • parallel rise and fall occurred in the US.• predators (birds) in aviary went first to moths that contrast with backgrounds.• fewer light moths survive release in sooty woods• fewer dark moths survive release in clean woods• birds in wild go first to moths that contrast with backgrounds. Wells’s version: “staged photos”; stresses sites that don’t match pattern; fusses about role of lichens

13. “. . . it became clear that he was intentionally distorting the literature in my field. He lavishly dresses his essays in quotations from experts (including some from me) which are generally taken out of context, and he systematically omits relevant details to make our conclusions seem ill founded, flawed, or fraudulent.” The Pratt (OK) Tribune, December 13, 2000 Bruce Grant William & Mary

14. http://www.ncseweb.org/icons/

15. “Pillars of Creationism” • Evolution is a “theory in crisis” • Evolution and religion are incompatible

16. 1998 Coeur d’Alene, ID (citizen proposal:) Public secondary and elementary schools must give balanced treatment to the theory of scientific creationism and the theory of evolution.... (identical to Louisiana Balanced Treatment Act)

17. Indiana HB 1356, 2000 The governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science, within the school corporation.

18. Oklahoma Legislature 2000 SB 1129: When adopting science textbooks, the [textbook] Committee shall insure that the textbooks include acknowledgement that human life was created by one God of the universe. (House vote 99 - 0)

19. Distinguish science and religion as ways of knowing Distinguish between science as method and as philosophy Inform students of range of religious views towards evolution (descriptively!)

21. The Creation/Evolution Continuum Flat-Earthers Creation Geocentrists Young-Earthers Old-Earthers Theistic Evolutionists Materialists Evolution

22. http://www.ncseweb.org

23. “Pillars of Creationism” • Evolution is a “theory in crisis” • Evolution and religion are incompatible • It is only “fair” to teach creationism with evolution

24. Santorum Amendment, 2001 • It is the sense of the Senate that • (1) good science education should prepare students to distinguish the data or testable theories of science from philosophical or religious claims that are made in the name of science; and …

25. Santorum Amendment, 2001 • (2) where biological evolution is taught, the curriculum should help students to understand why the subject generates so much continuing controversy, and should prepare the students to be informed participants in public discussions regarding the subject.

26. 2002 Education Bill Conference Report, 2002 • The conferees recognize that a quality science education should prepare students to distinguish the data and testable theories of science from religious or philosophical claims that are made in the name of science. Where topics are taught that may generate controversy (such as biological evolution) the curriculum should help students to understand the full range of scientific views that exist, why such topics may generate controversy, and how scientific discoveries can profoundly affect society.

27. Thus the Santorum language is part of the law. (OH Reps. John A. Boehner and Steve Chabot, 3/15/02)

28. “After a bitter fight, Santorum’s amendment to the education bill survived virtually unchanged.” Chuck Colson, BreakPointOnline, Oct. 2, 2002

29. "I offered some language to Senator Santorum, after he had decided to propose a resolution of this sort." Phillip Johnson,

30. Cong. Miller on Santorum Quality assessments involve the application of critical thinking skills, and perhaps this is nowhere more important than in science education. Teachers often encourage critical thinking through the introduction of controversial issues. While the subject of evolution was used as an example of a controversial issue in the report language, neither the teaching of evolution nor any other specific topic is mandated in NCLB or the conference report. (emphasis mine)Rep. George Miller to EC Scott,4/14/02

31. “Teach the Controversy….” At present many groups advise educators and administrators to ignore the controversy over design and to continue to teach a single theoretical viewpoint, ignoring scientific dissent and parental concerns about dogmatism and intellectual intolerance. In short, their approach is to suppress the controversy. We believe there is a better way. We suggest that public schools teach the controversy over biological origins in a way that faithfully reflects the debate that is actually happening among scientists. David DeWolf: Intelligent Design in Public School Science Curricula: A Legal Guidebook, p. 2.

32. “Teach the Controversy….” We suggest that public schools teach the controversy over biological origins in a way that faithfully reflects the debate that is actually happening among scientists. David DeWolf: Intelligent Design in Public School Science Curricula: A Legal Guidebook, p. 2.

33. “Pillars of Creationism” • Evolution is a “theory in crisis” • Evolution and religion are incompatible • It is only “fair” to teach creationism with evolution

34. 2 Kinds of Antievolutionism • Bible-based • Young earth creationism; Creation “science”; Genesis literalist creationism • Design-based • Not biblically-based; attributes complexity of design to God’s direct action rather than natural cause