Á¦¸ñ ¾øÀ½Key Resources for Parents and School
Board Members By: Discovery Institute Discovery Institute September 21,
2005
Join The Free Speech on Evolution Campaign.Scientists,
teachers, and students are under attack for questioning evolution - click here
to help us help them.
Are you a parent or a school board member interested in
improving the teaching of evolution in your local schools? Below are resources
you will find helpful as you try to do this, including materials you can print
out and submit to your school board.
These materials describe why
teaching "the full range of scientific views" about evolution is
important; document current peer-reviewed scientific controversies over
evolution; explain how to teach the controversy over evolution legally; and
provide responses to attacks you may receive from those opposed to teaching
evolution fully and fairly.
As a general approach, Discovery Institute
favors teaching students more about evolution, not less. We think students
deserve to know not only about the strengths of modern evolutionary theory, but
also about some of the theory's weaknesses and unresolved issues. In other
words, students should be taught that evolutionary theory, like any scientific
theory, continues to be open to analysis and critical scrutiny. According to
opinion polls, this approach is favored by the overwhelming majority of the
American public, and it has also been endorsed
by the U.S. Congress in report language attached to the No Child Left Behind Act
Conference Report.
OVERVIEW OF ISSUES RELATING TO THE TEACHING OF
EVOLUTION
The following resources explain why it is important to
teach students about the full range of scientific views on evolution as part of
a good science education.
RESOURCES SUMMARIZING THE SCIENTIFIC CONTROVERSIES OVER
EVOLUTION
The following resources document some of the important
scientific issues regarding the modern theory of evolution known as
neo-Darwinism. These are excellent materials to circulate among parents, school
board members, and teachers.
RESOURCES SUMMARIZING THE LEGAL FRAMEWORK
FOR TEACHING ABOUT EVOLUTION
It is sometimes claimed that teaching about
scientific controversies over evolution is unconstitutional. This claim is
false. It is plainly constitutional to teach about scientific criticisms of any
scientific theory, including the theory of evolution. As the controlling Supreme
Court case of Edwards v. Aguillard makes clear, "scientific critiques of
prevailing scientific theories" can be an appropriate part of science education.
The following resources explain how to teach about evolution within existing
legal precedents:
RESOURCES FOR RESPONDING TO THOSE OPPOSED
TO TEACHING EVOLUTION FULLY
Misinformation and mischaracterization
are rampant in the media coverage of the debate over evolution. Because
Discovery Institute¡¯s views and positions recently have been inaccurately
reported, and because Discovery Fellows have been maligned in the media in the
past, we have published two new Truth Sheets to set the record
straight.
We have gathered all the Truth Sheets here to make it easy for
the public to learn the truth about the Institute, its Fellow and the work it
supports.
NEW: Six Myths About the Evolution Debate. Overview:
Across the United States the debate over how to teach evolution is reaching a
fevered pitch. Newspapers are daily reporting on one aspect or another of
whether to teach evolution, whether to teach criticisms of evolution or even
whether to teach alternatives such as the emerging theory of intelligent design.
In the midst of all this reporting several misconceptions seemed to have caught
on and continue to be repeated with little regard for truth or accuracy. Here
are five of the most popular myths debunked.
NEW: Discovery Institute and "Theocracy". Overview:
Periodically certain Darwinists make false and unsubstantiated claims that
Discovery Institute advocates ¡°theocracy¡± or is part of the ¡°radical Christian
right¡± or supposedly supports something called ¡°Christian reconstructionism.¡±
These charges are little more than smears, and they show the bankruptcy of the
Darwinists¡¯ own position. Rather than argue about the substance of the
scientific debate over neo-Darwinism, all Darwinists can do is engage in
baseless ad hominem attacks.
The ¡°Wedge Document¡±: How Darwinist Paranoia Fueled an Urban
Legend. Overview: In 1999 someone posted on the internet an early
fundraising proposal for Discovery Institute¡¯s Center for the Renewal of Science
and Culture. Dubbed the ¡°Wedge Document,¡± this proposal soon took on a life of
its own, popping up in all sorts of places and eventually spawning what can only
be called a giant urban legend. Among true-believers on the Darwinist fringe the
document came to be viewed as evidence for a secret conspiracy to fuse religion
with science and impose a theocracy. These claims were so outlandish that for a
long time we simply ignored them. But because some credulous Darwinists seem
willing to believe almost anything, we decided we should set the record
straight. For a more detailed response please read "The Wedge Document: So What?".
Discussions about how
evolution should be covered in school curricula should focus on science and
evidence, not on personal attacks. Unfortunately, when you try to improve the
teaching of evolution in your school district, groups opposed to teaching any
criticisms of evolutionary theory may attack your motives, your sources, and
your honesty. They may also seek to smear the personal characters of leading
scientists who are skeptical of neo-Darwinism. This has happened to Dr. Jonathan
Wells repeatedly. Here are some resources for responding to some of most common
attacks you may encounter:
The Real Truth about Jonathan Wells: Responding to Smears against the
Author of Icons of Evolution. Overview: Since the publication of
Icons of Evolution (2000), biologist Jonathan Wells has been subjected to a
smear campaign by Darwin-only lobbyists, who have attacked everything from Dr.
Wells¡¯s integrity as a scholar to his personal religious beliefs. This fact
sheet rebuts some of the most outrageous smears.
Alan Gishlick and National Center for Science Education (NCSE)
Misrepresent Jonathan Wells¡¯s Science Credentials. Overview: In 2002,
NCSE Officials Kevin Padian and Alan Gishlick misrepresented Jonathan Wells¡¯s
science credentials, and they still refuse to correct the record. In The
Quarterly Review of Biology (March, 2002), National Center for Science Education
(NCSE) officials Kevin Padian and Alan Gishlick published false and defamatory
information about Jonathan Wells¡¯s science credentials. Although Padian and
Gishlick have been presented with documentation about their false claims, they
still refuse to correct the record.
The NCSE Uses a ¡°Push Poll¡± to Discredit Discovery Institute¡¯s
Bibliography. Overview: In 2002, Discovery Institute prepared for the
Ohio State Board of Education a bibliography of 44 peer-reviewed science journal
articles written by evolutionists that discussed unresolved questions about
various aspects of neo-Darwinism. In response, the National Center for Science
Education (NCSE) surveyed the authors of the articles and purported to show that
Discovery Institute had misrepresented the articles. In fact, the NCSE was the
one engaging in misrepresentation. Its so-called ¡°survey¡± completely
mischaracterized the Institute¡¯s bibliography, and it failed to substantiate the
charge that the bibliography was inaccurate.
How the NCSE Uses False Charges of ¡°Misquotation¡± to Stifle
Scientific Debate. Overview: Like the boy that cried ¡°Wolf!,¡± the
National Center for Science Education (NSCE) and its supporters repeatedly
charge that scientists affiliated with Discovery Institute misquote or otherwise
misrepresent the research of evolutionary biologists. On closer inspection,
however, these charges turn out to be groundless. They are an intimidation
tactic employed by the NCSE to stifle legitimate scientific debate over
neo-Darwinism. If the NCSE wants to be taken seriously, it should stop inventing
false charges of misquotation and start answering the arguments offered by
Darwin¡¯s scientific critics.