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Showing posts with label intelligent design. Show all posts
Showing posts with label intelligent design. Show all posts

Monday, April 06, 2009

Did Darwin Kill God - BBC

source: http://richarddawkins.net/article,3707,n,n
HASSNERS.org highlights
HASSNERS.org comments

Science highlights errors in logic in the bible. Theologicians say that the statements that incorrect are metaphors which allows for deeper theological philosophising. They say the Book of Genesis should not be read literally. Cunningham says "they are stories that reveal deeper truths about the fundamental aspects of life". Genesis Chapter 1 says that plants were made on the third day and man on the sixth day. Genesis Chapter 2 says that Adam was made before ANY plants appeared. The two accounts in Genesis Chapters 1 and 2 directly contradict each other. Philo of Alexandria says that if there was a contradition then this was a clue to how the bible should be read ie metaphorially not literally. Philo said the allegorical was sometimes more important than the literal readings (ref: 6min 44s) and said that both stories are myths. You need myths & metaphors to convey complex truths says Cunningham (8 min 56s). If you read the bible literally you will have no room for theological reflection says Cunningham (10 min 28s)

My view
My view is that the bible is wholly man made. God (or gods) do not exist. So they have no involvement in writing the bible. Any mistakes or contradictions found in the bible are due to mistakes of the authors. Science illuminates these mistakes and contradications adding further weight to the hypothesis that the bible was written by man alone.

by BBC 2

Update 4/4: As noted by several people this is now available on YouTube so those outside of the UK can also watch the series
http://www.youtube.com/view_play_list?p=15EABEE7BCA86CB0


Click on the link to go to the BBC video site if you are viewing from a UK location. The video is not playable outside of the UK but a reader has sent in the subtitle teletext for the deaf.

Reposted from
http://www.bbc.co.uk/programmes/b00jhfwt (available till 8 April 2009)

There are some who believe that Darwin's theory of evolution has weakened religion, fuelled in part by Richard Dawkins' publishing phenomenon The God Delusion. Conor Cunningham argues that nothing could be further from the truth.

Cunningham is a firm believer in the theory of evolution, but he is also a Christian. He believes that the clash between Darwin and God has been hijacked by extremists - fundamentalist believers who reject evolution on one side, and fundamentalist atheists on the other. Cunningham attempts to overturn what he believes are widely held but mistaken assumptions in the debate between religion and evolution.

He travels to the Middle East where he shows that from the very outset, Christianity warned against literal readings of the biblical story of creation. In Britain, he reveals that, at the time, Darwin's theory of evolution was welcomed by the Anglican and Catholic Churches. Instead, he argues that the conflict between Darwin and God was manufactured by American creationists in the 20th century for reasons that had very little to do with science and religion and a great deal to do with politics and morality.

Finally, he comes face to face with some of the most eminent evolutionary biologists, geneticists and philosophers of our time to examine whether the very latest advances in evolutionary theory do in fact kill God.

Note from Exec Producer, Jean Claude Bragard:

This programme, part of the BBC’s Darwin Season, came from the realisation that it would touch on issues raised by Richard Dawkins in his book 'The God Delusion'. The publishing phenomenon has fuelled a widespread perception that the theory of evolution makes belief in God redundant, even perhaps perverse. But how compelling was that argument? It was clear that many Christians have easily been able to reconcile their belief in God with the theory of evolution. How was this possible? This was the question we wanted to explore and so we invited Dr Conor Cunningham, a Christian but also an eminent philosopher and theologian from the Centre of Theology and Philosophy at the University of Nottingham, to show how it was possible to believe in Darwin and God. Cunningham has just completed a book 'Evolution: Darwin's Pious Idea' to be published in the autumn, so he was ideally placed to explore this question. His argument is that we have been witnessing an unnecessary cultural war between religion and evolution that is damaging to both religion and science. Cunningham reveals that since the early days, mainstream Christianity’s view of God and Creation has not been literal. The idea of reading the Book of Genesis literally is essentially a 20th century American phenomenon that had very little to do with science and religion and a great deal to do with the morality and politics of the time.

Jean Claude Bragard
Executive Producer

Sunday, June 01, 2008

Scientists rally against creationist 'superstition'by Ian Johnston, The Independent

The Independent
via RichardDawkins.net

To mark a double anniversary celebrating Charles Darwin, the father of evolution, his supporters are taking the fight to their opponents

The rise of creationism in Britain to the point where four out of 10 Britons believe it to be the literal truth
– as well as the idea being taught in state-approved schools – has spread alarm throughout the scientific community.

But this week sees the start of a concerted fightback, as an
18-month celebration of evolution and its greatest proponent, Charles Darwin, gets under way, marking the 150th anniversary of the unveiling of his theory and the 200th anniversary of his birth.


People all over Europe will take part in a mass experiment to discover evolutionary changes to a species of snail; a major series of programmes is to be shown by the BBC; several books are to be published; and the Open University plans a new course on the subject.

Entries for a competition to design "Darwin's Canopy" – a piece of art to cover a ceiling in the Natural History Museum – will be unveiled this week, and the museum will hold a major exhibition on Darwin beginning in November.

Dr Bob Bloomfield, head of special projects at the museum and a key figure in the "Darwin200" project, said he was concerned by the prevalence of creationist ideas.

"The statistics in this country are quite frightening. If you add up the percentages that either believe in creationism or intelligent design, it is approaching 40 per cent,"
he said.

"I don't think society can be complacent when ideas which are unsound are perpetrated. We are trying not to compromise people's faith views, other than where they are absolutely inconsistent with science."


He said the teaching of creationism in schools was "very problematic".

Professor Jonathan Silvertown of the Open University, who is writing a book entitled 99% Ape: How Evolution Adds Up, said the OU would be running a course called Darwin and Evolution. "The idea is to give people a feel for the modern evidence," he said.

He and the geneticist Professor Steve Jones, of University College London, are involved in a mass science project to study changes in banded snails, by recruiting tens of thousands of people across Europe.

Professor Jones said religious students – even those studying medicine – were becoming increasingly vocal in their opposition to evolution, saying he was "telling lies and insulting people's religion" by teaching the subject.

"They want permission not to come to those lectures and sit those exam questions," he said. "I have been teaching genetics and evolutionary biology for 30 years and for the first 20 I think the issue arose once. That's changed."

Tuesday, April 29, 2008

Friday, March 14, 2008

International Society for Science and Religion (ISSR) say "Intelligent Design (ID) is neither sound science or good theology"

Comments by Crabsallover.

ISSR Statement on the Concept of 'Intelligent Design'

The authors of this statement constitute a group set up for the purpose by the Executive Committee of the International Society for Science and Religion. Through a process involving consultation with all members of the Society, the statement has now been accepted by the Executive Committee for publication as a statement made on behalf of the Society.

The Society retains the copyright of the statement, but gives general permission to reproduce it, in whole or in part, provided that the statement in the paragraph immediately preceding this is reproduced.

About ISSR: ISSR was founded in 2001 under the inaugural presidency of mathematical physicist and Anglican priest Sir John Polkinghorne.

The International Society for Science and Religion (ISSR) is a scholarly society devoted to ongoing dialogue between the sciences and the community of world faiths (see http://www.issr.org.uk). It was established in 2002 for the purpose of promoting education through the support of interdisciplinary learning and research in the fields of science and religion, conducted where possible in an international and multi-faith context.

The society greatly values modern science, while deploring efforts to drive a wedge between science and religion.

The more wedges we find to drive between science and religion the better.

Science operates with a common set of methodological approaches that gives freedom to scientists from a range of religious backgrounds to unite in a common endeavor. This approach does not deny the existence of a metaphysical realm

But their is no reliable evidence of a metaphysical realm. Why dont religious scientists use reason? Why does does faith and belief trump reason for religious scientists?

but rather opens up the natural world to a range of explorations that have been incredibly productive, especially over the last 400 years or so.

The intelligent-design (ID) movement began in the late 1980s as a challenge to the perceived secularization of the scientific community, which leaders of the movement maintained had been coloured with the philosophy of atheistic naturalism.
ID theorists have focused their critique primarily on biological evolution and the neo-Darwinian paradigm. They claim that because certain biological features appear to be "irreducibly complex" and thus incapable of evolving incrementally by natural selection, they must have been created by the intervention of an intelligent designer.
Despite this focus on evolution, intelligent design should not be confused with biblical or "scientific" creationism, which relies on a particular interpretation of the Genesis account of creation.
We believe that intelligent design is neither sound science nor good theology.
Although the boundaries of science are open to change,
allowing supernatural explanations to count as science undercuts the very purpose of science, which is to explain the workings of nature without recourse to religious language.
Well said!

Attributing complexity to the interruption of natural law by a divine designer is, as some critics have claimed, a science stopper. Besides, ID has not yet opened up a new research program.

So ID has no evidence to corroborate its arguement.
In the opinion of the overwhelming majority of research biologists, it has not provided examples of "irreducible complexity" in biological evolution that could not be explained as well by normal scientifically understood processes.
Students of nature once considered the vertebrate eye to be too complex to explain naturally, but subsequent research has led to the conclusion that this remarkable structure can be readily understood as a product of natural selection. This shows that what may appear to be "irreducibly complex" today may be explained naturalistically tomorrow.

Scientific explanations are always incomplete. We grant that a comprehensive account of evolutionary natural history remains open to complementary philosophical, metaphysical, and religious dimensions.

I don't see what the 'religious dimension' can add to evolutionary natural history.

Darwinian natural history does preempt certain accounts of creation, leading, for example, to the contemporary creationist and ID controversies. However, in most instances, biology and religion operate at different and non-competing levels.

Science and Religion compete head-to-head for the best way to understand the world. Science beats Religion every time!

In many religious traditions, such as some found in Hinduism, Buddhism, and Taoism, the notion of intelligent design is irrelevant. We recognize that natural theology may be a legitimate enterprise in its own right,

I don't recognise that Theology is a legitimate academic subject.

but
we resist the insistence of intelligent-design advocates that their enterprise be taken as genuine science
- just as we oppose efforts of others to elevate science into a comprehensive world view (so-called scientism).
HASSERS attempts to give examples of how science is the only comprehensive world view.

Sunday, February 10, 2008

Truth In Science: Revealed - Exposing Creationists in the UK

"The truth behind "Truth In Science" - or lack of it. Perhaps the most ironic name for a group I have ever come across, they appear to know little science and certainly don't believe in telling the truth."

Truth in Science Revealed is a private website owned by Mark Edon, a BCSE committee member.

Guidance on the place of Creationism and Intelligent Design in Science Lessons - by the UK Government DCSF





Richard blogged "Is Truth False?" today: http://hassers.blogspot.com/2008/02/when-is-truth-false.html

I blogged this subject in September 2007:
http://hassers.blogspot.com/2007/09/government-warns-schools-against.html

after the Governement issued guidelines to all Secondary schools on teaching Creationism / ID in Science classes: http://www.teachernet.gov.uk/docbank/index.cfm?id=11890

I will try obtain a copy of the letter (sent to my childrens school) by the Department for Children, Schools and Families

Ed Balls is currently Minster for DCSF.


Creationism and intelligent design in the science curriculum (guidance)
by Department for Children, Schools and Families (DCSF) http://www.teachernet.gov.uk/
About DCSF: http://www.teachernet.gov.uk/contactus/

Creationism and intelligent design are not part of the National Curriculum for science, but there is scope for pupils to discuss creationism as part of RE in developing their knowledge and understanding of Christianity, and other religions. This guidance is therefore designed to clarify for teachers the place of creationism and intelligent design within the National Curriculum.

I reproduce some of the UK Government document (referred to in the link above) here:-

Scientific theories

The use of the word 'theory' can mislead those not familiar with science as a subject discipline because it is different from the everyday meaning of being little more than a 'hunch'. In science the meaning is much less tentative and indicates that there is a substantial amount of supporting evidence, underpinned by principles and explanations accepted by the international scientific community. However, it also signals that all scientific knowledge is considered to be provisional as it can be overturned by new evidence if this is validated and accepted by the scientific community.

Creationism and intelligent design are sometimes claimed to be scientific theories. This is not the case as they have no underpinning scientific principles, or explanations, and are not accepted by the science community as a whole. Creationism and intelligent design therefore do not form part of the science National Curriculum programmes of study.

Creationism and intelligent design are not part of the science National Curriculum programmes of study and should not be taught as science. However, there is a real difference between teaching 'x' and teaching about 'x'. Any questions about creationism and intelligent design which arise in science lessons, for example as a result of media coverage, could provide the opportunity to explain or explore why they are not considered to be scientific theories and, in the right context, why evolution is considered to be a scientific theory.

Addressing students' questions about creationism or intelligent design

Science teachers can respond positively and educationally to questions and comments about creationism or intelligent design by questioning, using prompts such as 'What makes a theory scientific?', and by promoting knowledge and understanding of the scientific consensus around the theories of evolution and the Big Bang.

Choosing appropriate resources

The DCSF does not specify teaching resources. There is a wide variety of resources available for use in schools and teachers are free to use their professional judgement to select appropriate materials for their science lessons.

Any resource should be checked carefully before it is used in the classroom. If resources which mention creationism or intelligent design are used, it must be made clear that neither constitutes a scientific theory.

FREQUENTLY ASKED QUESTIONS

Is creationism a valid scientific theory?

'Creationism', a term commonly used as a shorthand for 'young-Earth creationism', is the belief that the Earth and its many species did not gradually come into being over billions of years but were created suddenly and within the last 10,000 years. This proposed timescale can be investigated scientifically with the scientific evidence indicating a much older Earth (between 4,000 and 5,000 million years). The existence of a 'creator' is not scientifically testable.

Is a belief in creation the same thing as 'creationism'?

Belief that God created everything that exists is shared by Christians, Jews, Muslims and many others all over the world. Many of the founders of modern science, as well as contemporary scientists, have held and do hold this belief, one 'that science cannot address' since it is religious/metaphysical. In view of this, in the interest of good science education, it is important that science teachers do not assert or imply that science contradicts traditional beliefs in creation and design. To the belief in creation, creationists have added the belief that the Earth is geologically young, although this is not supported by mainstream science.

Is intelligent design a valid scientific theory?

The intelligent design movement claims there are aspects of the natural world that are so intricate and fit for purpose that they cannot have evolved but must have been created by an 'intelligent designer'. Furthermore they assert that this claim is scientifically testable and should therefore be taught in science lessons. Intelligent design lies wholly outside of science. Sometimes examples are quoted that are said to require an 'intelligent designer'. However, many of these have subsequently been shown to have a scientific explanation, for example, the immune system and blood clotting mechanisms.

Attempts to establish an idea of the 'specified complexity' needed for intelligent design are surrounded by complex mathematics. Despite this, the idea seems to be essentially a modern version of the old idea of the "God-of-the-gaps". Lack of a satisfactory scientific explanation of some phenomena (a 'gap' in scientific knowledge) is claimed to be evidence of an intelligent designer.

Should time be given to creationism and intelligent design in science lessons?

The theory of evolution lies at the heart of biology and should be taught at key stage 4 and in GCE advanced level biology. Creationism and intelligent design are not scientific theories and do not form part of the science National Curriculum or the GCSE and GCE A level subject criteria. There may be situations in which it is appropriate for science teachers to respond to student comments or enquiries about the claims of creationism or intelligent design. This would be to establish why they are not considered as scientific theories as described above in 'What is appropriate to teach in science lessons'. One way to do this would be to consider the mechanisms by which new scientific knowledge becomes established and why creationism and intelligent design do not meet these requirements.

If questions or issues about creationism and intelligent design arise during science lessons they can be used to illustrate a number of aspects of how science works. Such aspects include: 'how interpretation of data, using creative thought, provides evidence to test ideas and develop theories'; 'that there are some questions that science cannot currently answer, and some that science cannot address'; 'how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes'.

Which subject should deal with creationism and intelligent design?

Teachers of subjects such as RE, history or citizenship may deal with creationism and intelligent design in their lessons. If such issues were to arise there might be value in science colleagues working with these teachers in addressing them.

Should I use resources about creationism and intelligent design that are sent to my school?

Decisions about which resources to use rest with schools and teachers. Organisations promoting creationism and intelligent design quite often provide resources for schools; these may include paper-based activities, leaflets, DVDs, CDs, music, workshops, other activities and web resources. While these resources may be used, it must be remembered that they do not support the science National Curriculum and they present a particular minority viewpoint that is not underpinned by scientific principles and evidence.

What about students who hold creationist beliefs or believe in the arguments of intelligent design?

Some students do hold creationist beliefs or believe in the arguments of the intelligent design movement and/or have parents/carers who accept such views. If either is brought up in a science lesson it should be handled in a way that is respectful of students' views, religious and otherwise, whilst clearly giving the message that the theory of evolution and the notion of an old Earth / universe are supported by a mass of evidence and fully accepted by the scientific community.

Saturday, February 09, 2008

When is Truth False?

“Welcome to Truth in Science, an organisation promoting good science education in the UK. Our initial focus is on the origin of life and its diversity.”

Good stuff? Read on:-

“For many years, much of what has been taught in school science lessons about the origin of the living world has been dogmatic and imbalanced. The theory of Darwinian evolution has been presented as scientifically uncontroversial and the only credible explanation of origins.”

Now read the truth:-

"The organisation Truth in Science is the central issue facing the anti-creationist movement in the UK. The organisation Truth in Science is the central issue facing the anti-creationist movement in the UK. Truth in Science is trying to push for the teaching of creationism in state schools. However, it does not have the honesty to admit this; it is actually trying to pass off its “science” as Intelligent Design.

Nearly all of the people who are involved in Truth in Science are prominent young earth creationists.

Truth in Science appears to have raised a considerable sum of money and has sent creationist material to every head of science departments in UK state schools and colleges. The material is well organised and presented and shows how teachers can sneak creationism and/or Intelligent Design into the science classroom.

Truth in Science has adapted the US technique of “teach the controversy” to get its fundamentalist religion into the science classroom. It hasn’t the honesty to tell the public what its real intentions are. It has withheld from the public that it is backed entirely by young earth creationists and religious fundamentalists.
Truth in Science is trying to push for the teaching of creationism in state schools. However, it does not have the honesty to admit this; it is actually trying to pass off its “science” as Intelligent Design.

Nearly all of the people who are involved in Truth in Science are prominent young earth creationists.

Truth in Science appears to have raised a considerable sum of money and has sent creationist material to every head of science departments in UK state schools and colleges. The material is well organised and presented and shows how teachers can sneak creationism and/or Intelligent Design into the science classroom.

Truth in Science has adapted the US technique of “teach the controversy” to get its fundamentalist religion into the science classroom. It hasn’t the honesty to tell the public what its real intentions are. It has withheld from the public that it is backed entirely by young earth creationists and religious fundamentalists."

For more on this disgraceful site, go to British Centre for Science Education - an excellent organisation with an excellent website.

Friday, February 08, 2008

David Attenborough - On Intelligent Design & Evolution, On Agnosticism

Interview: Watching David Attenborough
Laurie Taylor turns the microscope on to the man who’s brought us life on earth, in the freezer, under the oceans and in the undergrowth

....

Portrait of David Attenborough by Linda Brownlee...

...

I suggested to him that this endeavour had had one slightly unexpected consequence.

For although he had never made any bones about his own wholehearted subscription to the Darwinian account of the origins of this diversity, there had been those who used his “ecstatic” revelations to bolster arguments for intelligent design, to suggest that so much beauty and variety could not have arisen purely as the result of blind purposeless adaptation.
One sociologist has even suggested that ambitious, expensive and widely viewed programmes such as Attenborough’s are so committed to the “wonders of nature” brief that they are almost bound to imply that there is some intentionality at work in evolution.

Attenborough will just about admit that a script which says that “an ant-eater has a long tongue so that it can eat ants” can be interpreted as suggesting intelligent design, but maintains that there is quite enough elsewhere in the programmes to show that this is patently not what is meant. And indeed

even a casual viewing of a series like Life in the Undergrowth shows the extent of his evolutionary commitment.
He consistently picks out species that take a particular adaptation or behaviour to an extreme as well as showing the general direction of the species’ evolution. You can certainly watch for the pretty pictures but Attenborough’s words nearly always make it abundantly clear that what is so wondrous about nature is not, say, the plumage of the bird of paradise but the fact that this plumage had an adaptive function, that accident produced such an extraordinary display.

He told me that he had been so pestered by those who saw a divine pattern in nature that he had now developed a stock response.

“I tell them they ought occasionally to think less of beautiful things like hummingbirds and orchids and sunflowers and think of other, less attractive things. They might, for example, think of the parasitic worms that live only in the eyeballs of human beings. Think of that worm boring its way through the eye of a boy sitting on the bank of a river in West Africa. A worm that’s going to make him blind. Are you telling me that God or an intelligent designer created this worm that can live in no other way than in an innocent child’s eyeball?”

He’d also been around long enough to remember other occasions when an overwhelming sense of wonder had prompted previous incarnations of the ID argument. “When we discovered this tiny little thing called a gene which carried the blueprint of a human being, there were those who said, how could such a complex matter be carried by such a thing? It must be designed. And now we know from work on the structure of DNA exactly how it happens.”

Yet he had never openly declared himself to be an atheist. “That’s right. I’m an agnostic.

In the strict sense that I don’t know. And I don’t know a lot. And I certainly don’t know about the existence of a supreme being or about the existence of an afterlife. The absence of evidence does not mean that there is a god. The absence of evidence means two things. It means that we don’t know but it also means scientifically that it would be interesting to find out.” There are those who accuse agnostics of hedging their bets. But this would quite unfair to Attenborough. His agnosticism is not a way of saying that there might be a god; it is rather a statement about the necessary humility and open-mindedness of the scientific attitude. It is a prescription for action rather than a refusal to enter the argument.

When I pressed him about religion in his childhood he admitted to singing hymns but never for a moment believing in the divine philosophy they sought to purvey. Where was the evidence?

His concern with evidence – there is probably no word that features as heavily in his conversation –
means that he is thoroughly up to date with the new debates in the field of Evo-Devo, debates about the manner in which the evolution of complex new forms, rather than requiring a succession of new mutations and new genes, may be accomplished through changes in already existing genes. He describes this as “fascinating and exciting” and in no way evidence that it might now be the time to doubt the potency of Darwinian theory.

...

There are some who argue that Attenborough might have made more use of his exalted status. Why, for example, hasn’t he been bolder in his denunciation of the creationists? He explains that he did indeed make a statement back in 2002 opposing the teaching of creationism in state schools, and more recently registered a strong protest when he discovered that a Dutch evangelical TV channel which had bought the Life of Mammals series had doctored the beginning of the first part so as to exclude his opening statement: “We will look at the lives of our closest relatives. And they will lead us to ourselves. Perhaps the most successful variation of the mammal’s winning design.”

...

As I’m leaving I tell him that Steve Jones recently selected the full DVD set of his television series as the most suitable present to hand to Darwin were he to return to Earth.

When I looked back from the garden path I was delighted to see that he was still savouring the compliment.

Full Article here.

Friday, November 23, 2007

Video of the US Dover Area intelligent design case

reposted from: http://blog.newhumanist.org.uk/2007/11/video-of-us-dover-area-intelligent.html
Chris Street comments are in bright green;
highlights in yellow blockquotes.

Thursday, 22 November 2007

Video of the US Dover Area intelligent design case

Alan Watson at Humani has forwarded us this great resource for anyone interested in the intelligent design debate in America. Popular US science TV series NOVA have put online their 2-hour show on the 2005 federal court case over the teaching of intelligent design in the Dover Area School District in Pennsylvania.

It was a landmark case in which the judge ruled that intelligent design had no place in science lessons. It originated when a group of parents sued the school district over a statement that the school board required teachers to read out in science classes whenever evolution was taught. This stated that evolution was a theory rather than a fact, and offered students a book on intelligent design, Of Pandas and People, if they were interested.

The film is split into handy 10 minute chunks, so dig in.

Tuesday, November 06, 2007

Mythologies led to Creationism and Intelligent Design

reposted from: http://richarddawkins.net/article,1822,n,n
Chris Street comments are in bright green; highlights in blockquotes (yellow).

Creating controversy

by Barry Williams, The Australian

Thanks to Gordon Wong for the link.

Reposted from:
http://www.theaustralian.news.com.au/story/0,25197,22677083-11952,00.html

MYTHOLOGY can be a fascinating subject, consisting as it does of traditional stories emanating from a culture, largely concerned with how that culture began and how various matters progressed through time.

Much of what we know or believe about ancient civilisations has come to us through their cultural myths, but mythology is not confined to long-departed societies. For instance, it's not true that Don Bradman made a century every time he batted (on average it was one in three), nor has every Australian driven cattle from Tennant Creek to Cloncurry, but those are the sorts of things that remain part of our own cultural mythology.

However, while myths are worthwhile for reminding us of how we like to see ourselves, they are not to be confused with verifiable historical events.
For example, it is unlikely that anyone now believes that the sexually rampant premier deity of the Olympian pantheon, Zeus, actually fathered children with mortal women in the guise of, variously, a bull, a swan or a shower of gold. While the former two stories might possibly (at a stretch) be seen to refer to some early form of interspecies genetic manipulation, it's a bit hard to imagine anyone being impregnated by a shower of gold (well, certainly not directly impregnated by one).
Similarly, few readers living in regions subjected to storms over the past few nights would attribute the loud thunderclaps to Thor belting an anvil with his mighty hammer.

Historically it has not been at all uncommon for cultural myths to become formalised in concurrent religions and there is plenty of evidence for it in contemporary religious beliefs. An example of this can be seen in Genesis, the first book of the Old Testament. (as Christians refer to it), or Tanakh (as it is known to Jews). The stories in this book clearly reflect the cultural myths of a tribal people as they established their cosmology and theology as they established a relationship with their deity. In this it is not radically dissimilar to the creation myths of many other societies.

These days, to most believers, these stories are considered as apocryphal or metaphorical and are not meant to be taken literally. In a previous article we discussed how our understanding of the world in which we live has changed immeasurably over the last few centuries.
Archbishop Ussher's chronology, dating the age of the Earth at around 6000 years - though pretty good for the 17th Century - could not persist in the face of subsequent scientific discoveries which have now put the age at 4.5 billion years.
Most people have managed to accept the evidence, but there are some who insist that the Genesis creation stories are the absolute literal truth. These people are generically referred to as "creationists" or "biblical literalists", and while they (and anyone else) are entitled to believe anything they want to, they start to stretch the friendship when they insist that their views be treated as having some sort of privileged position.
In particular, they have problems when they claim that their religious views have some sort of scientific validity.

This first became problematic in the US, where biblical literalists, concerned that if their children were to study science in state schools they would be confronted with facts, particularly facts about evolution, that conflicted with their religious beliefs.
And in the US, a secular democracy which has a constitutional prohibition against the state promoting a religion, they were right. Not willing to give up, they decided to circumvent the constitutional barrier by trying to give a scientific patina to their cultural myths, and so was born creation science.

Their mistake was to regard science not as a powerful tool to enhance our understanding of the natural world but as a competing belief system. Rather than conducting experiments and seeking evidence of what really was happening in all sorts of natural systems, creationists began with their conclusion and then sought whatever bits and pieces of evidence that could be construed as supporting that conclusion. That this is the very antithesis of how science works should be obvious to all.

Among the more amusing "scientific" projects exercising creationists over recent years are explanations about how a massive flood could have covered the Earth after only a few weeks of rain (there is no evidence for any world-wide flood, ever); how two examples of every animal species could have been gathered together in a wooden boat, constructed by one family of eight amateur builders, fed and kept viable while afloat for the best part of a year, and then dispersed back to where they came from (it hardly needs saying that this is a ridiculous proposition).

Nevertheless, the creationists persisted in trying to have their beliefs labelled as science and to be included in school science texts as alternative explanations to what the evidence showed. Although they have had some local successes, in the end it was all in vain. Despite the best efforts of the creationists to paint their dogma as science, a number of court cases showed that the US legal system was not fooled for a minute. In every case creation "science" was demonstrated to be a religious belief and thus not suitable to be taught in state schools.

The story is not finished, and creationists in the US, Australia and elsewhere still persist in trying to perpetuate their myths as scientific explanations, with the latest iteration going under the soubriquet Intelligent Design in order to fool the judges. But that is a story for another post.

Wednesday, August 15, 2007

Science, Just Science campaign


We are a collection of concerned individuals from all walks of life and of all backgrounds and beliefs. We are concerned because of the teaching of pseudoscience in place of science in schools in the UK and about what affect that will have on our nation's children.

Focus is on Evolution v ID debate.

Monday, July 02, 2007

Inferior Design by Richard Dawkins

I had expected to be as irritated by Michael Behe's second book as by his first. I had not expected to feel sorry for him. The first — "Darwin's Black Box" (1996), which purported to make the scientific case for "intelligent design" — was enlivened by a spark of conviction, however misguided. The second is the book of a man who has given up.

Trapped along a false path of his own rather unintelligent design, Behe has left himself no escape. Poster boy of creationists everywhere, he has cut himself adrift from the world of real science. And real science, in the shape of his own department of biological sciences at Lehigh University, has publicly disowned him, via a remarkable disclaimer on its Web site: "While we respect Prof. Behe's right to express his views, they are his alone and are in no way endorsed by the department. It is our collective position that intelligent design has no basis in science, has not been tested experimentally and should not be regarded as scientific." As the Chicago geneticist Jerry Coyne wrote recently, in a devastating review of Behe's work in The New Republic, it would be hard to find a precedent.

For a while, Behe built a nice little career on being a maverick. His colleagues might have disowned him, but they didn't receive flattering invitations to speak all over the country and to write for The New York Times. Behe's name, and not theirs, crackled triumphantly around the memosphere. But things went wrong, especially at the famous 2005 trial where Judge John E. Jones III immortally summed up as "breathtaking inanity" the effort to introduce intelligent design into the school curriculum in Dover, Pa. After his humiliation in court, Behe — the star witness for the creationist side — might have wished to re-establish his scientific credentials and start over. Unfortunately, he had dug himself in too deep. He had to soldier on. "The Edge of Evolution" is the messy result, and it doesn't make for attractive reading.

We now hear less about "irreducible complexity," with good reason. In "Darwin's Black Box," Behe simply asserted without justification that particular biological structures (like the bacterial flagellum, the tiny propeller by which bacteria swim) needed all their parts to be in place before they would work, and therefore could not have evolved incrementally. This style of argument remains as unconvincing as when Darwin himself anticipated it. It commits the logical error of arguing by default. Two rival theories, A and B, are set up. Theory A explains loads of facts and is supported by mountains of evidence. Theory B has no supporting evidence, nor is any attempt made to find any. Now a single little fact is discovered, which A allegedly can't explain. Without even asking whether B can explain it, the default conclusion is fallaciously drawn: B must be correct. Incidentally, further research usually reveals that A can explain the phenomenon after all: thus the biologist Kenneth R. Miller (a believing Christian who testified for the other side in the Dover trial) beautifully showed how the bacterial flagellar motor could evolve via known functional intermediates.

Behe correctly dissects the Darwinian theory into three parts: descent with modification, natural selection and mutation. Descent with modification gives him no problems, nor does natural selection. They are "trivial" and "modest" notions, respectively. Do his creationist fans know that Behe accepts as "trivial" the fact that we are African apes, cousins of monkeys, descended from fish?

The crucial passage in "The Edge of Evolution" is this: "By far the most critical aspect of Darwin's multifaceted theory is the role of random mutation. Almost all of what is novel and important in Darwinian thought is concentrated in this third concept."

What a bizarre thing to say! Leave aside the history: unacquainted with genetics, Darwin set no store by randomness. New variants might arise at random, or they might be acquired characteristics induced by food, for all Darwin knew. Far more important for Darwin was the nonrandom process whereby some survived but others perished. Natural selection is arguably the most momentous idea ever to occur to a human mind, because it — alone as far as we know — explains the elegant illusion of design that pervades the living kingdoms and explains, in passing, us. Whatever else it is, natural selection is not a "modest" idea, nor is descent with modification.

But let's follow Behe down his solitary garden path and see where his overrating of random mutation leads him. He thinks there are not enough mutations to allow the full range of evolution we observe. There is an "edge," beyond which God must step in to help. Selection of random mutation may explain the malarial parasite's resistance to chloroquine, but only because such micro-organisms have huge populations and short life cycles. A fortiori, for Behe, evolution of large, complex creatures with smaller populations and longer generations will fail, starved of mutational raw materials.

If mutation, rather than selection, really limited evolutionary change, this should be true for artificial no less than natural selection. Domestic breeding relies upon exactly the same pool of mutational variation as natural selection. Now, if you sought an experimental test of Behe's theory, what would you do? You'd take a wild species, say a wolf that hunts caribou by long pursuit, and apply selection experimentally to see if you could breed, say, a dogged little wolf that chivies rabbits underground: let's call it a Jack Russell terrier. Or how about an adorable, fluffy pet wolf called, for the sake of argument, a Pekingese? Or a heavyset, thick-coated wolf, strong enough to carry a cask of brandy, that thrives in Alpine passes and might be named after one of them, the St. Bernard? Behe has to predict that you'd wait till hell freezes over, but the necessary mutations would not be forthcoming. Your wolves would stubbornly remain unchanged. Dogs are a mathematical impossibility.

Don't evade the point by protesting that dog breeding is a form of intelligent design. It is (kind of), but Behe, having lost the argument over irreducible complexity, is now in his desperation making a completely different claim: that mutations are too rare to permit significant evolutionary change anyway. From Newfies to Yorkies, from Weimaraners to water spaniels, from Dalmatians to dachshunds, as I incredulously close this book I seem to hear mocking barks and deep, baying howls of derision from 500 breeds of dogs — every one descended from a timber wolf within a time frame so short as to seem, by geological standards, instantaneous.

If correct, Behe's calculations would at a stroke confound generations of mathematical geneticists, who have repeatedly shown that evolutionary rates are not limited by mutation. Single-handedly, Behe is taking on Ronald Fisher, Sewall Wright, J. B. S. Haldane, Theodosius Dobzhansky, Richard Lewontin, John Maynard Smith and hundreds of their talented co-workers and intellectual descendants. Notwithstanding the inconvenient existence of dogs, cabbages and pouter pigeons, the entire corpus of mathematical genetics, from 1930 to today, is flat wrong. Michael Behe, the disowned biochemist of Lehigh University, is the only one who has done his sums right. You think?

The best way to find out is for Behe to submit a mathematical paper to The Journal of Theoretical Biology, say, or The American Naturalist, whose editors would send it to qualified referees. They might liken Behe's error to the belief that you can't win a game of cards unless you have a perfect hand. But, not to second-guess the referees, my point is that Behe, as is normal at the grotesquely ill-named Discovery Institute (a tax-free charity, would you believe?), where he is a senior fellow, has bypassed the peer-review procedure altogether, gone over the heads of the scientists he once aspired to number among his peers, and appealed directly to a public that — as he and his publisher know — is not qualified to rumble him.

Wednesday, May 02, 2007

The debate over creation and evolution, once most conspicuous in America, is fast going global

thanks Daniel of Dorset Humanists for this link.

reposted from: economist
my: highlights / emphasis / key points / comments

Evolution and religion

In the beginning

Apr 19th 2007 | ISTANBUL, MOSCOW AND ROME
From The Economist print edition

The debate over creation and evolution, once most conspicuous in America, is fast going global

Bridgeman Art Library

THE “Atlas of Creation” runs to 770 pages and is lavishly illustrated with photographs of fossils and living animals, interlaced with quotations from the Koran. Its author claims to prove not only the falsehood of Charles Darwin's theory of evolution by natural selection, but the links between “Darwinism” and such diverse evils as communism, fascism and terrorism. In recent weeks the “Atlas de la Création” has been arriving unsolicited and free of charge at schools and universities across French-speaking Europe. It is the latest sign of a revolt against the theories of Darwin, on which virtually the whole of modern biology is based, that is gathering momentum in many parts of the world.

The mass distribution of a French version of the “Atlas” (already published in English and Turkish) typifies the style of an Istanbul publishing house whose sole business is the dissemination, in many languages, of scores of works by a single author, a charismatic but controversial Turkish preacher who writes as Harun Yahya but is really called Adnan Oktar. According to a Turkish scientist who now lives in America, the movement founded by Mr Oktar is “powerful, global and very well financed”.

In the more prosperous parts of the historically Christian world, Mr Oktar's flamboyant style would be unappealing, even to religious believers. Among mainstream Catholics and liberal Protestants, clerical pronouncements on creation and evolution are often couched in careful—and for many people, almost impenetrable—theological language. For example, Rowan Williams, the Archbishop of Canterbury and leader of the world's 80m Anglicans, has dismissed literal readings of the Creation story in Genesis as a “category mistake”. But no such highbrow reticence holds back the more zealous Christian movements in the developing world, where the strongest religious medicine seems to go down best.

In Kenya, for example, there is a bitter controversy over plans to put on display the most complete skeleton of a prehistoric human being ever found, a figure known as Turkana Boy—along with a collection of fossils, some of which may be as much as 200m years old. Bishop Boniface Adoyo, an evangelical leader who claims to speak for 35 denominations and 10m believers, has denounced the proposed exhibit, asserting that: “I did not evolve from Turkana Boy or anything like it.”

Richard Leakey, the palaeontologist who unearthed both the skeleton and the fossils in northern Kenya, is adamant that the show must go on. “Whether the bishop likes it or not, Turkana Boy is a distant relation of his,” Mr Leakey has insisted. Local Catholics have backed him.

Rows over religion and reason are also raging in Russia. In recent weeks the Russian Orthodox Church has backed a family in St Petersburg who (unsuccessfully) sued the education authorities for teaching only about evolution to explain the origins of life. Plunging into deep scientific waters, a spokesman for the Moscow Patriarchate, Father Vsevolod Chaplin, said Darwin's theory of evolution was “based on pretty strained argumentation”—and that physical evidence cited in its support “can never prove that one biological species can evolve into another.”

A much more nuanced critique, not of Darwin himself but of secular world-views based on Darwin's ideas, has been advanced by Pope Benedict XVI, the conservative Bavarian who assumed the most powerful office in the Christian world two years ago. The pope marked his 80th birthday this week by publishing a book on Jesus Christ. But for Vatican-watchers, an equally important event was the issue in German, a few days earlier, of a book in which the pontiff and several key advisers expound their views on the emergence of the universe and life. While avoiding the cruder arguments that have been used to challenge Darwin's theories, the pope asserts that evolution cannot be conclusively proved; and that the manner in which life developed was indicative of a “divine reason” which could not be discerned by scientific methods alone.

Evolution theory is as scientifically proved as our belief that the world is round and that the earth orbits the sun!

Both in his previous role as the chief enforcer of Catholic doctrine and since his enthronement, the former Cardinal Joseph Ratzinger has made clear his profound belief that man has a unique, God-given role in the animal kingdom; and that a divine creator has an ongoing role in sustaining the universe, something far more than just “lighting the blue touch paper” for the Big Bang, the event that scientists think set the universe in motion.

Science of cosmology and evolution do not need a superfluous creator.

Yesterday America, today the world

As these examples from around the world show, the debate over creation, evolution and religion is rapidly going global. Until recently, all the hottest public arguments had taken place in the United States, where school boards in many districts and states tried to restrict the teaching of Darwin's idea that life in its myriad forms evolved through a natural process of adaptation to changing conditions.

Darwin-bashers in America suffered a body-blow in December 2005, when a judge—striking down the policies of a district school board in Pennsylvania—delivered a 139-page verdict that delved deeply into questions about the origin of life and tore apart the case made by the “intelligent design” camp: the idea that some features of the natural world can be explained only by the direct intervention of a ingenious creator.

Intelligent design, the judge found, was a religious theory, not a scientific one—and its teaching in schools violated the constitution, which bars the establishment of any religion. One point advanced in favour of intelligent design—the “irreducible complexity” of some living things—was purportedly scientific, but it was not well-founded, the judge ruled. Proponents of intelligent design were also dishonest in saying that where there were gaps in evolutionary theory, their own view was the only alternative, according to the judge.

The Seattle-based Discovery Institute, which has spearheaded the American campaign to counter-balance the teaching of evolution, artfully distanced itself from the Pennsylvania case, saying the local school board had gone too far in mixing intelligent design with a more overtly religious doctrine of “creationism”. But the verdict made it much harder for school boards in other parts of America to mandate curbs on the teaching of evolution, as many have tried to do—to the horror of most professional scientists.

Whatever the defeats they have suffered on home ground, American foes of Darwin seem to be gaining influence elsewhere. In February several luminaries of the anti-evolution movement in the United States went to Istanbul for a grand conference where Darwin's ideas were roundly denounced. The organiser of the gathering was a Turkish Muslim author and columnist, Mustafa Akyol, who forged strong American connections during a fellowship at the Discovery Institute.

To the dismay of some Americans and the delight of others, Mr Akyol was invited to give evidence (against Darwin's ideas) at hearings held by the Kansas school board in 2005 on how science should be taught. Mr Akyol, an advocate of reconciliation between Muslims and the West who is much in demand at conferences on the future of Islam, is careful to distinguish his position from that of the extravagant publishing venture in his home city. “They make some valid criticisms of Darwinism, but I disagree with most of their other views,” insists the young author, whose other favourite cause is the compatibility between Islam and Western liberal ideals, including human rights and capitalism. But a multi-layered anti-Darwin movement has certainly brought about a climate in Turkey and other Muslim countries that makes sure challenges to evolution theory, be they sophisticated or crude, are often well received.

America's arguments over evolution are also being followed closely in Brazil, where—as the pope will find when he visits the country next month—various forms of evangelicalism and Pentecostalism are advancing rapidly at the expense of the majority Catholic faith. Samuel Rodovalho, an activist in Brazil's Pentecostal church, puts it simply: “We are convinced that the story of Genesis is right, and we take heart from the fact that in North America the teaching of evolution in schools has been challenged.”

Even in the United States, defenders of evolution teaching do not see their battle as won. There was widespread dismay in their ranks in February when John McCain, a Republican presidential candidate, accepted an invitation (albeit to talk about geopolitics, not science) from the Discovery Institute. And some opponents of intelligent design are still recovering from their shock at reading in the New York Times a commentary written, partly at the prompting of the Discovery Institute, by the pope's close friend, Cardinal Christoph Schönborn, the Archbishop of Vienna.

In his July 2005 article the cardinal seemed to challenge what most scientists would see as axiomatic—the idea that natural selection is an adequate explanation for the diversity and complexity of life in all its forms. Within days, the pope and his advisers found they had new interlocutors. Lawrence Krauss, an American physicist in the front-line of courtroom battles over education, fired off a letter to the Vatican urging a clarification. An agnostic Jew who insists that evolution neither disproves nor affirms any particular faith, Mr Krauss recruited as co-signatories two American biologists who were also devout Catholics. Around the same time, another Catholic voice was raised in support of evolution, that of Father George Coyne, a Jesuit astronomer who until last year was head of the Vatican observatory in Rome. Mr Krauss reckons his missive helped to nudge the Catholic authorities into clarifying their view and insisting that they did still accept natural selection as a scientific theory.

But that was not the end of the story. Catholic physicists, biologists and astronomers (like Father Coyne) insisted that there was no reason to revise their view that intelligent design is bad science. And they expressed concern (as the Christian philosopher Augustine did in the 4th century) that if the Christian church teaches things about the physical world which are manifestly false, then everything else the church teaches might be discredited too. But there is also a feeling among Pope Benedict's senior advisers that in rejecting intelligent design as it is understood in America they must not go too far in endorsing the idea that Darwinian evolution says all that needs to be, or can be, said about how the world came to be.

The net result has been the emergence of two distinct camps among the Catholic pundits who aspire to influence the pope. In one there are people such as Father Coyne, who believe (like the agnostic Mr Krauss) that physics and metaphysics can and should be separated. From his new base at a parish in North Carolina, Father Coyne insists strongly on the integrity of science—“natural phenomena have natural causes”—and he is as firm as any secular biologist in asserting that every year the theory of evolution is consolidated with fresh evidence.

In the second camp are those, including some high up in the Vatican bureaucracy, who feel that Catholic scientists like Father Coyne have gone too far in accepting the world-view of their secular colleagues. This camp stresses that Darwinian science should not seduce people into believing that man evolved purely as the result of a process of random selection. While rejecting American-style intelligent design, some authoritative Catholic thinkers claim to see God's hand in “convergence”: the apparent fact that, as they put it, similar processes and structures are present in organisms that have evolved separately.

As an example of Catholic thinking that is relatively critical of science-based views of the world, take Father Joseph Fessio, the provost of Ave Maria University in Florida and a participant in a seminar on creation and evolution which led to the new book with papal input. As Father Fessio observes, Catholics accept three different ways of learning about reality: empirical observation, direct revelations from God and, between those two categories, “natural philosophy”—the ability of human reason to discern divine reason in the created universe. That is not quite intelligent design, but it does sound similar. The mainly Protestant heritage of the United States may be one reason why the idea of “natural philosophy” is poorly understood by American thinkers, Father Fessio playfully suggests. (Another problem the Vatican may face is that Orthodox Christian theologians, as well as Catholic mystics, are wary of “natural philosophy”: they insist that mystical communion with God is radically different from observation or speculation by the human brain.)

The evolution of the anti-evolutionists

Whatever they think about science, there is one crucial problem that all Christian thinkers about creation must wrestle with: the status of the human being in relation to other creatures, and the whole universe. There is no reading of Christianity which does not assert the belief that mankind, while part of the animal kingdom, has a unique vocation and potential to enhance the rest of creation, or else to destroy it. This point has been especially emphasised by Pope Benedict's interlocutors in the Orthodox church, such as its senior prelate Patriarch Bartholomew I, who has been nudging the Vatican to take a stronger line on man's effect on the environment and climate change.

For Father Coyne, belief in man's unique status is entirely consistent with an evolutionary view of life. “The fact we are at the end of this marvellous process is something that glorifies us,” he says.

Man is not "at the end" of the evolutionary process. He is just one species of a very large evolutionary tree of 1.3 million species.

But Benedict XVI apparently wants to lay down an even stronger line on the status of man as a species produced by divine ordinance, not just random selection. “Man is the only creature on earth that God willed for his own sake,” says a document issued under Pope John Paul II and approved by the then Cardinal Ratzinger.

What is not quite clear is whether the current pope accepts the “Chinese wall” that his old scientific adviser, Father Coyne, has struggled to preserve between physics and metaphysics. It is in the name of this Chinese wall that Father Coyne and other Catholic scientists have been able to make common cause with agnostics, like Mr Krauss, in defence of the scientific method. What the Jesuit astronomer and his secular friends all share is the belief that people who agree about physics can differ about metaphysics or religion.

Critics like Father Fessio would retort that their problem was not with the Chinese wall—but with an attempt to tear it down by scientists whose position is both Darwinist and anti-religious: in other words, with those who believe that scientific observation of the universe leaves no room at all for religious belief. (Some scientists and philosophers go further, dismissing religion itself as a phenomenon brought about by man's evolutionary needs.)

The new book quoting Pope Benedict's contributions to last year's seminar shows him doing his best to pick his way through these arguments: accepting that scientific descriptions of the universe are valid as far as they go, while insisting that they are ultimately incomplete as a way of explaining how things came to be. On those points, he seems to share the “anti-Darwinist” position of Father Fessio; but he also agrees with Father Coyne that a “God of the gaps” theory—which uses a deity to fill in the real or imagined holes in evolutionary science—is too small-minded. Only a handful of the world's 2 billion Christians will be able to make sense of his intricate intellectual arguments, and there is a risk that simplistic reporting and faulty interpretation of his ideas could create the impression that the pope has deserted to the ranks of the outright anti-evolutionists; he has done no such thing, his advisers insist.

Not that the advocates of intelligent design or outright creationists are in need of anyone's endorsement. Their ideas are flourishing and their numbers growing. As Mr Krauss has caustically argued, the anti-evolution movement is itself a prime example of evolution and adaptability—defeated in one arena, it will resurface elsewhere. His ally Father Coyne, the devoted star-gazer, is one of the relatively few boffins who have managed to expound with equal passion both their scientific views and their religious beliefs. He writes with breathless excitement about “the dance of the fertile universe, a ballet with three ballerinas: chance, necessity and fertility.” Whether they are atheists or theists, other supporters of Darwin's ideas on natural selection will have to inspire as well as inform if they are to compete with their growing army of foes.

Thursday, April 19, 2007

petition the Prime Minister to prevent the use of creationist and other pseudo-scientific propaganda in Government-funded schools

Petition here.

We the undersigned petition the Prime Minister to prevent the use of creationist and other pseudo-scientific propaganda in Government-funded schools. More details

Submitted by James Rocks of 'Science, Just Science' CampaignDeadline to sign up by: 31 May 2007 – Signatures: 1,286

More details from petition creator

The Prime Minister has recently spoken about the importance of science education in the UK. Creationism & Intelligent design are greatly featured in the media and are being used disingenuously to portray science & the theory or evolution as being in crisis when they are not. Moreover groups such as Truth in Science are targeting our nation's children and their science education with material that is not only non-scientific but have been rejected by the scientific community. These ideas therefore do not constitute science, cannot be considered scientific education and therefore do not belong in the nation's science classrooms.

Clarification from petition creator

http://tinyurl.com/3a3uux

Wednesday, April 18, 2007

Science Just Science - teaching Creationism in schools

The basic principle of the scientific method is that it is impossible to definitively prove anything therefore observations are used to establish a hypothesis which is then attacked by experiment in the attempt to destroy it.

Progressively eliminating possibilities eventually leads to an ever closer understanding of the question, originally described in 'The Logic of Scientific Discovery' by Karl Popper. As Sherlock Holmes once remarked "...when you have excluded the impossible, whatever remains, however improbable, must be the truth."


The scientific method allows only those theories that survive the assault of every interested researcher that eventually enter into the textbooks and have other hypotheses based upon their foundations.

Science is therefore self-correcting. As a general principle and to ease the extent to which possibilities must be eliminated through experiment the simplest explanation is always explored first. This is known as 'Occam's Razor'.

The process could be imagined as the building of a gigantic monument where each brick is laid by a different person, other people come along and remove the bricks that don't fit and only those that survive this editing ultimately form a part of the edifice. These hurdles, codified in peer review and the experimental process, may seem to form an insurmountable barrier to progress but they provide great confidence in the theory when it emerges through the 'fog of war'.

All the science we know has undergone this process and it could be stated that the definition of science is simply that knowledge that has been accrued through application of the scientific method.

Science is a vital part of our modern world and one of the most important areas of study for all our children especially when so much depends on technology. At this juncture there can be no mistake, science matters.

It is the simple contention of this statement that the science curriculum in British schools must remain limited to those subjects that are truly scientific and there are two reasons why we feel such a statement is necessary.

  • Firstly because a school (Emmanuel College in Gateshead) has already elected to teach non-scientific dogma in science classrooms.
  • Secondly because a group known as 'Truth In Science' has recently sent a pack of non-scientific 'education materials' to the heads of science in all the public schools in the country.
The first of these reasons - the school - is discussed in more detail here.

Emmanuel College in Gateshead, near Newcastle Upon Tyne, is run by a radical Christian (Sir Peter Vardy) and he has employed other Christians in key positions. We do not oppose such appointments, nor do we believe that belief in any theistic position renders an individual less suitable for any position whatsoever, it is absolutely the right of every person to choose what they believe and we respect all such beliefs. While we find the beliefs of this particular Christian sect somewhat baffling it is not those that caused us to initiate this campaign. We understand that the curriculum taught at this school and at others planned in the future includes the teaching of so-called 'Scientific Creationism' in science classes, specifically alongside and in contrast to theories of evolution, abiogenesis and wherever science disagrees with literal interpretations of the Christian Bible.

It may be that the teachers in this school feel that they are offering an 'alternative' but they are actually exploiting their position to introduce theology into science classrooms where it simply has no place. If speculative ideas are to be introduced into science teaching there could be no end to it, religions from all over the world taught in place of actual science. There is no real justification for why Christian creation is taught rather than the creation stories of other religions though many Christian creationists will offer arguments to the contrary. The views held by these creationists seem extreme even to the majority of Christians, Catholics have accepted the theory of evolution for some years now and Anglicans have not opposed it since the nineteenth century, perhaps this underscores how easily cults can gain a foothold in society with just a few wealthy supporters.

It is a beguiling idea that by offering an alternative to the orthodox teaching of evolution these people are broadening the education of the students but it is untrue. These lessons cheapen science and reduce the central message that science must adhere to the scientific method. All non-science taught in the science classroom weakens the understanding of science.

In the case of the Christian creation story it is especially surprising that it be offered as an alternative to science, given that adherence to the Biblical version was the de facto position prior to 1859 when Darwin's seminal work was published and for some time after. It took a great deal of experiment to shift the opinions of many of the great scientific minds of the day towards the then radical new idea of a fully naturalistic explanation for biological diversity so when Huxley crowned himself episcopophagous it must have seemed that the argument was finally over. No unsubstantiated belief was as firmly held as Biblical creation so no belief took so much convincing evidence to change.

As it is now undoubtedly true that the Christian creation was proven not to fit the experimental evidence over a century ago it seems particularly astounding that it is this, entirely discredited, position that is offered in the science classrooms at Emmanuel College.

There is surely suitable provision for the description of religious positions in classes designed for that purpose, it would be entirely inappropriate to use a religious education class to attempt the debunking of any portion of a faith using scientific methods and it is equally inappropriate to offer religious dogma in a science class.

We are asking simply for an inspection of the school to determine independently what is actually taught and if necessary a change to the wording of the national curriculum to insist that science, just science, is taught in science classrooms.

reposted from: Science Just Science
my: highlights / emphasis / key points / comments