Intelligent Design Theory: Science or Religion?

Our view: It's solid science
(Florida Today Editorial Opinion, October 23, 2007)

Florida schools may soon enter the 21st century by embracing evolution as a core scientific principle.

That's if draft guidelines on science teaching that were released last week are approved by the State Board of Education early next year.

The draft standards require in-depth instruction on the subject and clearly state "evolution is the fundamental concept underlying all of biology and is supported by multiple forms of scientific evidence."

That's not breaking news to the scientific community.

The update -- written by a group of Florida professors and teachers, and based on recommendations of national science groups -- reflects volumes of undeniable evidence underpinning evolutionary concepts.

But it's a quantum leap from the state's abysmally inadequate current standards, which avoid use of the word evolution and which helped earn Florida an F for science teaching in 2005 from the Thomas B. Fordham Institute, a nonpartisan organization that researches educational issues.

Religious groups that deny the validity of evolution and want to mix faith-based ideas such as creationism in with science are likely to protest the move.

But the board should approve the frank teaching rules, which are part of a broader revamp to strengthen science education in public schools.

Florida's children need strong science skills to compete for jobs in a global workforce, and evolution is a critical part of that package.

Our view: It's solid science

FLORIDA UPDATE

Quote:

Our view: It's solid science
(Florida Today Editorial Opinion, October 23, 2007)

Florida schools may soon enter the 21st century by embracing evolution as a core scientific principle.

That's if draft guidelines on science teaching that were released last week are approved by the State Board of Education early next year.

The draft standards require in-depth instruction on the subject and clearly state "evolution is the fundamental concept underlying all of biology and is supported by multiple forms of scientific evidence."

That's not breaking news to the scientific community.

The update -- written by a group of Florida professors and teachers, and based on recommendations of national science groups -- reflects volumes of undeniable evidence underpinning evolutionary concepts.

But it's a quantum leap from the state's abysmally inadequate current standards, which avoid use of the word evolution and which helped earn Florida an F for science teaching in 2005 from the Thomas B. Fordham Institute, a nonpartisan organization that researches educational issues.

Religious groups that deny the validity of evolution and want to mix faith-based ideas such as creationism in with science are likely to protest the move.

But the board should approve the frank teaching rules, which are part of a broader revamp to strengthen science education in public schools.

Florida's children need strong science skills to compete for jobs in a global workforce, and evolution is a critical part of that package.

wandeljw wrote:

FLORIDA UPDATE

Quote:

Our view: It's solid science
(Florida Today Editorial Opinion, October 23, 2007)

Florida schools may soon enter the 21st century by embracing evolution as a core scientific principle.

That's if draft guidelines on science teaching that were released last week are approved by the State Board of Education early next year.

The draft standards require in-depth instruction on the subject and clearly state "evolution is the fundamental concept underlying all of biology and is supported by multiple forms of scientific evidence."

That's not breaking news to the scientific community.

The update -- written by a group of Florida professors and teachers, and based on recommendations of national science groups -- reflects volumes of undeniable evidence underpinning evolutionary concepts.

But it's a quantum leap from the state's abysmally inadequate current standards, which avoid use of the word evolution and which helped earn Florida an F for science teaching in 2005 from the Thomas B. Fordham Institute, a nonpartisan organization that researches educational issues.

Religious groups that deny the validity of evolution and want to mix faith-based ideas such as creationism in with science are likely to protest the move.

But the board should approve the frank teaching rules, which are part of a broader revamp to strengthen science education in public schools.

Florida's children need strong science skills to compete for jobs in a global workforce, and evolution is a critical part of that package.

FINALLY some institutions are stopping the backslide of American education into the dark ages.

This is exceptional news.

larger forces are rising in response.

Yes, exceptionally good news. I actually think that some of the progress that is being made in schools is a direct [counter]result of the Creation/ID effort to undermine science education.

Subjectivism
After the exclusion of God, there is need of an idol; the necessity lies in human nature. All the nations of old had their idols, even the Israelites, when at times they rebelled against the Prophets. The shape of the idols varies with progress. The savages made them of wood, the civilized pagans of silver and gold, and our own reading age makes them of philosophical systems. Kant did not draw the last consequences from his "autonomy of reason"; it was done by Fichte, Schelling, and Hegel. This Idealism developed into Subjectivism in the widest sense of the word, viz., into the complete emancipation of the human mind and will from God. The idol is the human Ego. The consequences are that truth and justice lose their eternal character and become relative concepts; man changes with the ages, and with him his own creations; what he calls true and right in one century, may become false and wrong in another. In regard to truth we have the explicit statement of Paulsen, that "there is no philosophy eternally valid". Relative to justice, Hartmann defines Kant's autonomy in the following words: "It means neither more nor less than this, that in moral matters I am the highest tribunal without appeal." Religion, which forms the principal part of justice, becomes likewise a matter of subjective inclination. Harnack calls submission to the doctrine of others treason against personal religion; and Nietzsche defends his idol by calling Christianity the immortal shame of mankind. The axiom is pronounced in more dignified form by Pfleiderer (1907). "In the science of history", he says, "the appearance on earth of a superhuman being cannot be considered". Perhaps in the most general way it is formulated by Paulsen (1908): "Switching off the supernatural from the natural and historical world". Yet, all these subjective axioms are only more or less scientific forms of the plain Straussian postulate (1835): "We are no longer Christians".

But once they started having success, they became visible, and now that they are visible under a glaring light (the Dover decision), larger forces are rising in response.

And Calamity Jane, who lives in a world awash with "scientists" in San Diego, told me, and viewers with sensitive antennae, when I tried to praise them out of loyalty to my sex, that they were all nerds. (Questions Games I think when I was an "Enthusiast".) (And Francis was boasting that she had cast an eye over him in what he thought was an approving manner.)

I apologise for any inconvenience.

I hadn't realised that educated Frenchmen stood on their dignity quite so strenuously.

Have you seen what has been said about me?

It is a well know principle in psychology that having the piss taken out of oneself is health giving.

It helps to counteract that dangerous impression a lot of people have got of themselves as a result of their parent's constant approval which both a Jesuitical and military training are specifically designed to eradicate.

Quote:
Subjectivism
After the exclusion of God, there is need of an idol; the necessity lies in human nature. All the nations of old had their idols, even the Israelites, when at times they rebelled against the Prophets. The shape of the idols varies with progress. The savages made them of wood, the civilized pagans of silver and gold, and our own reading age makes them of philosophical systems. Kant did not draw the last consequences from his "autonomy of reason"; it was done by Fichte, Schelling, and Hegel. This Idealism developed into Subjectivism in the widest sense of the word, viz., into the complete emancipation of the human mind and will from God. The idol is the human Ego. The consequences are that truth and justice lose their eternal character and become relative concepts; man changes with the ages, and with him his own creations; what he calls true and right in one century, may become false and wrong in another. In regard to truth we have the explicit statement of Paulsen, that "there is no philosophy eternally valid". Relative to justice, Hartmann defines Kant's autonomy in the following words: "It means neither more nor less than this, that in moral matters I am the highest tribunal without appeal." Religion, which forms the principal part of justice, becomes likewise a matter of subjective inclination. Harnack calls submission to the doctrine of others treason against personal religion; and Nietzsche defends his idol by calling Christianity the immortal shame of mankind. The axiom is pronounced in more dignified form by Pfleiderer (1907). "In the science of history", he says, "the appearance on earth of a superhuman being cannot be considered". Perhaps in the most general way it is formulated by Paulsen (1908): "Switching off the supernatural from the natural and historical world". Yet, all these subjective axioms are only more or less scientific forms of the plain Straussian postulate (1835): "We are no longer Christians".

Plan to Require Evolution To Be Taught in Schools
(By John Chambliss, The Ledger, October 24, 2007)

For the first time, standards in science have been written that would require Florida public-school students be taught about evolution.

The new standards released last week say that evolution will be taught beginning in the third grade. Current standards do not use the word evolution, preferring the term "biological changes over time".

The state Department of Education is expected to approve the new standards in January.

The proposal will likely fuel a backlash from those who believe in intelligent design, the idea that life began as a result of an intelligent force or being. The new science standards exclude intelligent design.

Evolutionary science says life, including plants, animals and humans, developed through a series of small changes over very long periods of time. The theory conflicts with the biblical interpretation of the Earth's creation and is strongly opposed by many conservative Christians.

A 45-member committee appointed by the state Department of Education began revising the science standards in May in response to a failing 2005 report on Florida's public school science curriculum by the Thomas B. Fordham Institute, a Washington-based nonprofit group.

The Fordham study said Florida's standards are "sorely lacking in content," "naive," and that life sciences and evolution are given "shorter shrift than any of the other" science topics.

"The superficiality of the treatment of evolutionary biology alone justifies the grade 'F,'" the report stated.

Jonathan Smith, a Lakeland resident and a representative of the National Center for Science Education, a nonprofit group critical of intelligent design, helped write the new standards.

"It (new standards) closed the door on any ambiguity" about evolution, Smith said. "There isn't both sides. There is only one side as far as science is concerned." That side is evolution, he said.

But Mickey Carter, pastor at Landmark Baptist Church in Haines City, said the revisions will be a disservice to students.

He said there should be a balance between both intelligent design and evolution.

"We are denying freedom of ideas, speech and shutting down one side," Carter said. "The kids ought to be able to study both sides of it so we don't just turn out a bunch of rubber-stamped robots in the classroom."

Carter said that science is limited in its ability to determine every fact. "When it's all said and done, folks just don't give God enough credit," Carter said. "Too many things on this world cannot just be an accident. You've got to give some credit to some intelligence."

Norm Holland, a dean at Southeastern University and professor of biological chemistry, said intelligent design should be taught alongside evolution. Southeastern describes itself as a "Christ-centered university."

"There are probably six or seven ideas that should be taught," Holland said. "In my opinion you need to consider all bits of information."

Numerous theories are taught at Southeastern, including creationism, an effort to mix science and religion, intelligent design and evolution, Holland said.

"We don't leave anything out," he said.

Becky Braaten, senior curriculum coordinator for secondary sciences with Polk Schools, said she will take an in depth look at the new science standards during meetings this week in Orlando about the changes. "We will talk about why the framers did what they did," Braaten said.

Smith, who helped write the new standards, said they are much deeper and complex and aren't just about evolution.

"It (evolution) wasn't really an issue in framing the standards," he said. "That would be like saying let's discuss the alternative theories of gravity."

Wolf, the Florida Citizens for Science leader, added that the current standards are too vague. The proposed ones focus on fewer topics and should ease the pace and stress of students and teachers.

Carla Savage, a chemistry and physical science teacher at Auburndale High, said students often asked her about evolution and God.

"I try to emphasize that there is a natural world and supernatural world," said Savage, who previously taught biology. "Even though there is a place for that in people's lives, it does not belong in the classroom."

She said it's important for students to grasp all ideas related to evolution.

Yes, I could address it.

Evolutionary science says life, including plants, animals and humans, developed through a series of small changes over very long periods of time.