 |
Intelligent
Design network, inc.
P.O. Box 14702, Shawnee Mission, Kansas
66285-4702
(913) 268-0852; (913)-268-0852 (fax); IDnet@att.net
www.IntelligentDesignnetwork.org |
January 5, 2001
Board of Directors
Kansas State Board of Education
120 SE 10th Avenue
Topeka, Kansas 66612-1182
Re:
Science Education Standards
Ladies and Gentlemen: This letter contains
suggested revisions to the "Kansas Science Education Standards, Sixth
Draft of Science Writing Team,
December 2000 (Tentative -- Not "Official")." This is the
draft that was circulated to members of the Kansas State Board of Education
in December,
2000, prior to the December 12, 2000 meeting. We refer to that document
in this letter as the "Sixth Draft."
We understand that the
Board will be asked to replace the existing Standards that were adopted
in December
1999
with the
Sixth Draft. Although we have no comment on the bulk of the Sixth Draft,
we believe it imperative that our suggested revisions be included in
any final
Standards
that the Board does adopt.Our proposal is focused on one issue. It
seeks only to stop the teaching/preaching of Naturalism
to our children in
the area of
origins science - science that deals with the origin of the universe,
of life and its
diversity. As you know, Naturalism is a doctrine or belief that states
that all phenomena result only from natural causes - chance and necessity
- and
that design
inferences are invalid. It is not a proven theory. It is a philosophy.
The
Sixth Draft proposes to use Naturalism to censor any discussion or
teaching which
conflicts with its essential tenet that no natural system is designed.
We believe this
is fundamentally wrong. The use of Naturalism to limit inquiry and
explanation violates rules of logic. It conflicts with
the scientific method. It
will lead our schools into violations of the neutrality required
by the establishment
clause of our Constitution. It will have profound negative affects
on our culture
and
our ethical and moral values. Due to its censoring mechanism - Naturalism
will lead our science teachers to omit to discuss information that
is material to
the question at hand. This results in misinformation. Our proposal
seeks to cure these problems that inhere in the
Sixth Draft.This letter consists of an "INTRODUCTION TO
THE SUGGESTED REVISIONS" and a second part consisting
of the SUGGESTED
REVISIONS AND COMMENTARY.
The suggested revisions include portions of the text around each
revision so that the reader can generally understand the context
within which
the suggestion is being made. We have also included a "comment" section
after each set of revisions so that you can understand the reasons for
the suggested change.
Finally, we
have posted a copy of this letter on our web site at: http://www.intelligentdesignnetwork.org/6thdraftrevisions.htm
INTRODUCTION TO THE SUGGESTED REVISIONS
The
fundamental issue raised by the Sixth Draft is whether we should adopt
Science Standards that will have the effect of causing Kansas teachers
to promote a philosophy
of Naturalism in teaching our children about origins - the origin of
the universe, the origin of life and the
origin of the diversity of life. Naturalism is "the
doctrine that cause-and-effect laws (as of physics and chemistry) are adequate
to account for all phenomena and that teleological [design] conceptions of nature
are invalid" (Webster's Third New International Dictionary).
We
believe Kansas Science Standards should
not promote
Naturalism for the following reasons:
1. Naturalism Conflicts with Principles
of Logic. There are essentially only two hypotheses regarding
origins. The naturalistic hypothesis is that life and its diversity
results only from
chance and necessity while the design hypothesis suggests that
it results from a combination of design, chance and necessity.
If you
philosophically limit inquiry
and explanation to only the naturalistic hypothesis, then you violate
the laws of
logic which seek to produce reliable and trustworthy explanations.
Applying naturalism to origins science is like an investigator
assuming that every house
fire is the result of accidental or natural causes and that arson
(a fire started on purpose, by design) is not a permitted explanation.
If the investigator rules
out design before examining the evidence he will always conclude
that fires result only from accidental or natural causes.Like an
arson investigation, origins sciences,
including evolutionary biology, are historical sciences. They seek
to use present evidence to explain a past (unobservable) event.
Rigorous logic and objectivity are particularly necessary in the
writing of
any historical
account. An historical account that is driven by bias or a single
philosophical, cultural, religious or other viewpoint, can never
be credible, reliable or trustworthy.
This issue is discussed in more detail in the IDnet letter to Ms.
Rupe and Ms. Gamble that was circulated to each of you. A copy
of the letter may be found
at: http://www.intelligentdesignnetwork.org/Idnet%20ltr%20to%20KSBE%2012-14-00.htm
2. Naturalism Conflicts with the Scientific
Method. Although Naturalism may work
well in strictly empirical sciences,it does not work
in origins sciences. In this area of science it clearly conflicts with the
scientific method. The scientific method requires that a hypothesis be tested
against all
competing hypotheses and their related evidence. With regard to origins science,
Naturalism censors the competing design hypothesis and declares it to be invalid
as a matter of assumption and not as a matter of evidence.The need to test
a hypothesis against a competing hypothesis is recognized by the Sixth Draft
where
it is stated that:"Inquiry is central
to science learning. These standards call for more than "science
as a process," in which students learn discrete skills such as observing,
inferring, and experimenting. When engaging in inquiry, students describe objects
and events, ask questions, construct explanations, test those explanations
against current scientific knowledge, and communicate their ideas to
others. They identify their assumptions, use critical and logical thinking,
and consider alternative explanations. In this way, students actively
develop their understanding of science by combining scientific knowledge with
reasoning and thinking skills. (emphasis added)
However,
after enunciating the requirement that alternative explanations be considered,
the Sixth Draft uses naturalism to censor the design hypothesis rather than to
encourage its objective consideration. One of the better examples is Benchmark
3 of Standard 5 for
grades 1-4:"
Benchmark 3: All
students will distinguish between natural and human-made objects. Some
objects occur in nature; others have been designed and made by people to
solve human problems and enhance the quality of life. (emphasis added)In
this Benchmark, it is assumed, without discussion, that natural systems are
not
designed. What is the basis for the assumption that no design is involved
in the creation
of a falcon when we know that highly sophisticated design and engineering
is involved in the human design and construction of a much less sophisticated
F-16 Fighting Falcon jet fighter? The basis is not found in any objective
examination
of the evidence. The basis is found in the definition of science in the Sixth
Draft that only permits "natural
explanations."Thus, instead of asking children whether birds or flowers
are designed, the draft seeks to lead our children into the naturalistic
belief that they are not the products of design. If we were to teach children
origins
science according to the scientific method we would ask them to consider
and confront the evidence that supports the competing design hypothesis rather
than leading them away from it.It should be noted
that this slight of hand occurs by violating another of the scientific principles
noted
above that require students
to "identify their
assumptions." Not only
does the Sixth Draft fail to identify its naturalistic bias as an assumption
(except with one word in the definition
of science) it leads students into thinking that there
are no assumptions other than the objectivity enunciated by the quoted paragraph.
This is misinformation that is exceedingly deceptive. The
science community responsible for the Sixth Draft should be aware that
Naturalism is driving the teaching. It violates its public trust when it omits
to tell students
about that assumption and the effect of that assumption on the credibility
of the explanations given. This is why Michael
Ruse, a Darwinist philosopher of science, recently declared that evolution has
become a religion.
If origins science would stick to
the scientific method and allow this historical science to be written objectively
and without philosophical and religious bias, then it would qualify for our respect
and attention. Otherwise, it really does become nothing more than a myth and
a religion.3. Teaching Naturalism conflicts with the Establishment clause
of our Constitution by mandating bias rather than neutrality with respect to
a fundamental religious issue.The First Amendment to the Constitution
provides that the federal government will impose no law or
regulation "respecting an establishment of religion or prohibiting the free
exercise thereof." The court has also held that by virtue of the 14th Amendment,
the First Amendment also applies to any state or local government or subdivision
thereof. This has
been construed by the Supreme Court to mean that the "principal or primary
effect" of a state action must be one that neither advances nor inhibits
religion [Board of Education v. Allen, 392 U.S. 236, 243, 88 S.Ct. 1923, 1926
(1968)]. Similarly, the Supreme Court has held that a state institution that
encourages open discourse on a subject may not censor single or multiple viewpoints
without violating the Free Speech clause of the constitution [Rosenberger v.
Rector and Visitors of the University of Virginia, 515 U.S. 819, 831-2, 115 S.Ct.
2510,2518 (1995)].The neutrality required by the Constitution is articulated
by Justice O'Connor in her concurring opinion in the Rosenberg v. Rector, et.
al, at page 846 (2525 S.Ct.) as follows:"'We have time and again held
that the government generally may not treat people differently based on
the God or
gods they worship, or do not worship.' [Citations omitted]. This insistence
on government neutrality toward religion explains why we have held that
schools may not discriminate against religious groups by denying them equal
access
to
facilities that the schools make available to all. [citations omitted].
Withholding access would leave an impermissible perception that religious
activities are
disfavored: '[The message is one of neutrality rather than endorsement;
if a State refused to let religious groups use facilities open to others,
then
it
would demonstrate not
neutrality but hostility toward religion.' [citations omitted].
'The Religion Clauses prohibit the government from favoring religion, but they
provide no warrant for discriminating against religion.'[citations omitted]. Neutrality,
in both form and effect, is one hallmark of the Establishment
Clause." (emphasis added)Although neither design nor Neo-Darwinism
in and of themselves constitute a religion, design and the naturalistic
underpinning of Neo-Darwinism give rise to serious religious implications.
Although design
does
not require theism, all theistic religions that are based on a deity
that intervenes in the material world mandate a design-based view of origins.
By excluding design as a possible cause of life and its diversify, Naturalism
is unavoidably hostile to theistic beliefs.Accordingly, if a public school
system
censors evidence of design that exists in nature due to the naturalistic
philosophy
of science it
will have the "effect" of inhibiting or antagonizing the religious
beliefs of students who are taught to believe that a designer is responsible
for life and its diversity. Under these circumstances, the parent of such
a child would have cause to complain that the School was violating the
principle
of government
neutrality. The parents and child would claim
denigration of their religious beliefs by State-sponsored promotion of
a philosophy (Naturalism) which suppresses evidence consistent with and
supportive of their
beliefs.By the same token, if a school were to censor naturalistic views
of origins, the school system would be denigrating atheistic beliefs while
promoting theistic
beliefs. In that case, atheistic parents would have cause to complain.Accordingly,
the only way a public school system can achieve the neutrality required
by the Supreme Court is to not censor reliable scientific evidence which
supports either
causal explanation. In this way the evidence of both theories of origins
will be allowed to compete freely and to be open to no-holds-barred testing
in the
market place of ideas.4. Naturalism is Converting Darwinian evolution
into a Religion that is Profoundly affecting Our Moral and Ethical
Values.Darwinism has spawned a growing secular religion that is
having an enormous impact on our culture. Recently, the highly regarded
ex Christian,
Darwinist and philosopher Michael Ruse published a paper
complaining that "evolution" has become a religion. In "How
Evolution Became a Religion," http://www.nationalpost.com, (May
13, 2000), Mr. Ruse tells about his complaint:"Evolution is promoted
by its practitioners as more than mere science. Evolution is promulgated
as an ideology, a secular religion -- a full-fledged alternative to Christianity,
with meaning and morality. I am an ardent evolutionist and an ex Christian, but
I must admit that in this one complaint -- and Mr. Gish is but one of many to
make it -- the literalists are absolutely right. Evolution is a religion.
This was true of evolution in the beginning, and it is true of evolution still
today." (emphasis added)But what is it that makes Darwinian
evolution a religion? What is the mechanism that causes that to happen?
It is Naturalism that enables Darwinian evolution to become a religion.
Its censorship
of the competing hypothesis makes it possible for the stage to be occupied
by
only one point of view. Mr. Ruse's plea that scientists stop making evolution
into a religion will be answered only when they allow the theory to compete
fairly in the market place of ideas with the competing design hypothesis.
Until that
happens it will become more of a religion than it is now.
The
subtle evangelism practiced by Naturalists is explained by Nancy Pearcey in a
speech that was delivered at a Congressional Briefing on Intelligent Design on
Capitol Hill on May 10, 2000(1)."One
of the most vexing questions since Darwin's own day is what his theory means
for religion. Not long ago, I picked up a nature book for my little five-year-old
about the Bernstein Bears, the highly popular picture-book characters. In this
book, the Bear family invites us on a nature walk, and as you read you suddenly
come across a two-page spread with a startling slogan sprawled across both pages
with capital letters: Nature is "all that IS, or WAS, or EVER WILL
BE.""Have we heard that somewhere before? The words echo the well-known
line from Carl
Sagan's PBS show "Cosmos": "The cosmos is all that is or ever
was
or ever will be." Sagan was echoing the classic Christian liturgy ("as
it was in the beginning, is now, and ever will be"), and what he
was offering was nothing less than a religion of naturalism--where nature
takes the place
of God as the ultimate and eternal reality. What Sagan did for adults,
the Bernstein Bears are doing for young kids.Once Darwinian
evolution becomes entrenched via Naturalism it then offers to provide a basis
not only
for our scientific considerations but also our moral and ethical values. This
offer was recently made by Ernst Mayr,
one of the "Towering figures in the history of evolutionary biology" in
his recent article on the "Influence of Darwin on Modern Thought," at
page 82 and 83 of the July 2000 issue of Scientific American:".....Darwin
provided a scientific foundation for ethics.
*****
"
To Borrow Darwin's phrase, there is grandeur in this view of life. New modes
of thinking have been, and are being, evolved. Almost every component in modern
man's belief
system is somehow affected by Darwinian principles."However, many believe
that this "grandeur" is more likely to result in the kind of decadence
that is described by Nancy
Pearcey: "Ever since Darwin's day, people
have been concerned that [Darwin's] theory undercuts morality in the traditional
sense--and they are right. If you listen to radio, you might have heard a song
that's climbing rapidly up the charts these days by a group called The Bloodhound
Gang. The song has a refrain punched out over and
over: "You and me baby ain't nothin' but mammals; So let's do it like
they do on the Discovery Channel." A video for the song features band
members dressed as monkeys simulating sexual relations with one another."The
naturalistic conversion of Darwinism into religion is fostered by the Sixth
Draft. It refers to humans
as nothing more than "complex, SOFT MACHINES..."(Emphasis
added. Grade 9-12, Standard 3, Benchmark 7, Para 10.5).
It equates human behavior to that of animals and implies that both are merely
the products of natural selection:"Benchmark
6: Students will understand the behavior of animals. ******"3.
Like other aspects of an organism's biology, behaviors have evolved
through natural selection.Examples: Behaviors are often adaptive when
viewed in terms of survival and reproductive
success. Behavioral biology has implications for humans, as it provides
links to psychology, sociology, and anthropology. (emphasis added) [Benchmark
6 of the Life Sciences Standard for grades 9-12] It
is misleading to flatly state that "behaviors have evolved through natural
selection," without first stating that this conclusion is based on a philosophy
of naturalism and
that thedirect evidence for the assertion
is completely
speculative and conjectural. It is even more misleading,
without stating that critical assumption, to then imply a similar origin for
human behavior. However, the more dangerous effect of this misleading teaching
is that it will allow our children to think of themselves as nothing more than
animals and soft machines whose ethics and morals can be based on whatever
they decide or whatever the scientific elite tells us about nature,
which is "all that IS, or WAS, or EVER WILL BE."SUGGESTED
REVISIONS AND COMMENTARYThe specific revisions
which we suggest are shown below. The changes suggested are shown within their
context. Proposed
additions are underlined in bold face type. Proposed deletions
are shown with a single line strikeout: strikeout. A set of
asterisks (*****) indicate the omission of text which is not subject to any
proposed change.Following each "Revision" is a "COMMENT" section
that explains the reasons for each of the suggested
revisions.
>Revision 1. INTRODUCTION
- Nature of
Science - Change in the Definition of Science. ****** "INTRODUCTION
*****
"Nature
of Science"Science is the human
activity of seeking logical natural explanations
for what we observe in the world around us. Science does so through the use
of observation, experiment, and logical argument while maintaining strict
empirical standards and healthy skepticism. Scientific explanations are built
on observations,
hypotheses, theories. *******
"Scientific explanations are consistent with experimental and/or observational
data and testable by scientists through additional experimentation
and/or observation. Generally, scientific explanation
must meet criteria that govern the repeatability of observations and experiments.
The effect of these criteria is to insure that scientific explanations about
the world are open to criticism and that they will be modified or abandoned
in favor of new explanations if empirical evidence so
warrants. However certain sciences that are historical in nature
may not be subject to the experimentation, observability and testability that
may
be conducted in sciences where phenomena may be tested in the present as with
pure physics and chemistry. This is the case with evolutionary biology and
other historical sciences that attempt to explain past or historical events
such as
the cause of the universe and of life and its diversity where past events can
not be reconstructed and tested in real time. "Laws and experiments are
inappropriate techniques for the explication of such events and processes.
Instead one constructs a historical narrative, consisting of a tentative reconstruction
of the particular scenario that led to the events one is trying
to explain." (Ernst Mayr, "Darwin's Influence on Modern
Thought" (Scientific American, July 2000, p 80)"" Because All
scientific explanations depend on observational and experimental confirmation,
all scientific knowledge is in principle, are subject
to change as new evidence becomes available. "" The core theories
of science have been subjected to a wide variety of confirmations and have
a high
degree of reliability within the limits to which they have been tested. In
areas where data or understanding are incomplete, new data may lead to changes
in current
theories or resolve current conflicts. In situations where information is still
fragmentary, it is normal for scientific ideas to be incomplete, but this is
also where the opportunity for making advances may be greatest. Science has
flourished in different regions during different time periods, and in history
diverse cultures
have contributed scientific knowledge and technological inventions. Changes
in scientific knowledge usually occur as gradual modifications, but the scientific
enterprise also experiences periods of rapid advancement. The daily work of
science
and technology results in incremental advances in our understanding of the
world about us." *******COMMENT
To Revision 1The definition of science used in the current standards
is:"Science
is the human activity of seeking logical explanations for
what we observe in the world around us. Science does so through the use of
observation,
experimentation, and logical argument while maintaining strict empirical
standards and healthy skepticism. Scientific explanations are built on observations,
hypotheses, and theories. A hypothesis is a testable statement about the
natural
world that
can be used to build more complex inferences and explanations. A theory is
a well-substantiated explanation of some aspect of the natural world that
can incorporate
observations, inferences, and tested
hypotheses."Although we believe a somewhat
different
definition of science might be more appropriate,(2) we
oppose the proposed change that would substitute the word "natural" for "logical."This
is obviously the most important issue in the entire document. The proposed change
mandates the teaching of Naturalism to our school children. We oppose that for
all the reasons mentioned above.The definition in the Sixth Draft that imposes
a naturalistic limitation on science inquiry is also clearly at odds with the
commonly accepted meaning of
the word "science." The Webster's definition does not contain the
naturalistic limitation on explanation, but rather equates science with a search
for the truth: "Science ....."3.
a: accumulated and accepted knowledge that has been systematized and
formulated with reference to
the discovery of general truths or the operation of general laws : knowledge
classified and made available in work, life , or the search
for the truth: comprehensive, profound, or philosophical knowledge;
esp. knowledge obtained and tested through the scientific method ....
b: such knowledge concerned with the physical world and its phenomena:
natural science."[Webster's Third New
International Dictionary of the English Language Unabridged, 1993]A naturalistic
limitation on inquiry will impede rather than aid "the discovery
of general truths" and a "search for the
truth."A word search on the Sixth Draft for the word "truth." results
in
the following response:
" 'TRUTH' NOT FOUND."
The other changes in this section reflect the fact that origins sciences are
essentially historical and not subject to the kind of experimentation and testing
that non-historical sciences must adhere to.
Revision 2. INTRODUCTION
-- Teachings About OriginsAdd the following new subsection to
the Introduction:
********
"INTRODUCTION
*******
"Teachings About
Origins
"Any teaching about origins has religious and philosophical implications.
This is particularly true with respect to teachings about the cause of life and
its diversity. A naturalistic teaching that life and its diversity results only
from mechanisms of chance and necessity, such as Darwinian evolution guided by
random mutation and natural selection, implies that no intelligent agent or god
has intervened in the process. Accordingly, the implications of that teaching
are consistent with atheism and inconsistent with theistic religions founded
on the belief that a God does intervene in the material world. A teaching that
life and its diversity may result from design implies the intervention of an
intelligent agent. Accordingly, the implications of that teaching are consistent
with theism.
"Good science education about origins issues
should
not censor the teaching of evidence of any of the possible causes of life and
its diversity so long as the evidence is reliable, is relevant to and logically
supportive of the issue and is not being presented to advocate any particular
religious or philosophical belief. In particular, scientific teachings about
the cause of life and its diversity should not be based on a philosophy of naturalism
nor should they be based on any religious belief or teaching about creation.
Naturalism is "the doctrine that cause-and-effect laws (as of physics and
chemistry) are adequate to account for all phenomena and that teleological [design]
conceptions of nature are invalid" (Webster's
Third New International Dictionary).
"If a teacher is censored from discussing evidence of design so that the
teacher may only teach a theory based on mechanisms of chance and necessity,
then the school may be causing the state to promote atheistic beliefs in a way
that has the effect of denigrating theistic beliefs. If a teacher is censored
from discussing evidence of Darwinian evolution based on natural selection and
random mutation so that the teacher may only teach a theory based on design,
then the school may be causing the state to promote theistic beliefs in a way
that has the effect of denigrating atheistic beliefs and religions which are
not
theistic.
"Teachers should also not be censored from teaching evidence that tends
to criticize any theory of origins for the same reasons. Censorship of evidence
critical of any theory of origins will tend to promote the protected theory and
its atheistic or theistic implications. Censorship of the evidence will also
undercut the credibility of the protected theory and will be inconsistent with
the fundamental principle of science that all theories should be held open to
testing and criticism.
"Any conclusions expressed by a teacher regarding the weight of the evidence
supporting any particular theory should be formed objectively and tentatively,
based on the strength of the evidence and not on any religious or philosophical
view or belief. The tentativeness of any such conclusion is important since ultimate
answers to the issue of the origin of life are currently unknowable based on
available technology.
"Teachers should also be encouraged to explain to science students an objective
history of the philosophy of science and how that philosophy changed with the
advent of Darwinism to a philosophy of naturalism. Science teachers should carefully
explain that naturalism is merely a belief or philosophy and that explanations
of origins may be affected by this belief or philosophy." *******COMMENT
To Revision 2This section has been added because the Sixth Draft makes
no distinction between teachings about origins and teachings about other aspects
of scientific knowledge. In addition to the fact that origins science is essentially
a historical science that sets it apart from other sciences, it is also a science
that necessarily causes public schools to encounter religious subject matter.
This raises a legal issue. As indicated above, the Supreme Court has held that
a state must deal with religious issues neutrally. Such neutrality can not be
achieved when the science of origins is taught with a preconceived and philosophic
bias against any design inference.The proposed addition to the standards illustrates
the problem and offers a solution that is consistent with logic, good science
and our Constitution.
Revision 3. INTRODUCTION - Teaching With Tolerance
and Respect********
"INTRODUCTION
********
"Teaching With Tolerance and Respect
"Science studies natural phenomena by formulating explanations that can
be
tested against the natural world. Some scientific concepts and theories
(e.g. blood transfusion, human sexuality, nervous system role in consciousness,
cosmological and biological evolution, etc.) may conflict with the teachings
of
a student's religious community or their cultural beliefs.
Although
a science teacher has the responsibility to improve students understanding
of
scientific processes, concepts, and theories,
the science teacher should
not promote evidence, theories or concepts to advance a philosophic or religious
belief. In addition, However, science
should not be taught dogmatically. Compelling student belief is inconsistent
with and in conflict with the goal of education."
"
A teacher is an important role model for demonstrating respect. sensitivity,
and civility. Teachers should not ridicule, belittle or embarrass a student for
expressing an alternative view or belief. In doing this, teachers display and
demand tolerance and respect for the diverse ideas, skills, and experiences of
all students. If a student should raise a question in a natural science class
that the teacher determines to be outside the domain of science, the teacher
should treat the question with respect. The teacher should explain why the question
is outside the domain of natural science and encourage the student to discuss
the question further with his or her family and other
appropriate source.
However, teachers shall not classify a question
as outside the domain of science simply because it conflicts with a naturalistic
view of the cause of life and its diversity."*******
COMMENT
To Revision 3In prior versions of the Sixth Draft, the naturalistic
guidance to teachers who
receive questions that are not within the "domain of science" was to
refer the student to the student's family or clergy. The problem is that neither
have the qualifications necessary to address the quality of the evidence of design
that exists in the universe and in living systems. Apparently recognizing the
inability of members of the clergy to address these issues, the Sixth Draft simply
proposes to refer these questions to another "appropriate source," without
identifying the "source." Well, what is the source for knowledge about
the evidence of design that exists in nature? The sources are scientists - geologists,
biochemists, biologists, mathematicians, astronomers, chemists, physicists, information
theorists and computer scientists, and so forth. If indeed the other appropriate
sources are scientists, then why should this evidence be classified as outside
the "domain
of science." This issue merely highlights the inappropriateness of using
Naturalism to censor scientific inquiry and analysis by limiting the "domain
of science."
Revision 4. INTRODUCTION -
Unifying
Concepts and
Processes in the Kansas Science Education Standards******
"INTRODUCTION
*********
"Unifying Concepts and Processes in the Kansas Science Education Standards
******
"Constancy, Change, and Measurement: Although most things are in
the process of becoming different-changing-some properties of objects and processes
are characterized by constancy (e.g., speed of light, charge of an electron,
total mass plus energy in the universe). Changes might occur, for example, in
properties of materials, position of objects, motion, and form and function of
systems. Interactions within and among systems result in change. Changes vary
in rate, scale, and pattern, including trends and cycles. Equilibrium is a physical
state in which forces and changes occur in opposite and off-setting directions.
For example, opposite forces are of the same magnitude, or off-setting changes
occur at equal rates. Steady state, balance, and homeostasis also describe equilibrium
states. Interacting units of matter tend toward equilibrium states in which the
energy is distributed as randomly and uniformly as possible. Changes in systems
can be quantified, and evidence for interactions and subsequent change and the
formulation of scientific explanations are often clarified through quantitative
distinctions-measurement. All measurements are approximations, and the accuracy
and precision of measurement depend on equipment, technology, and technique used
during observations. Mathematics is essential for accurately measuring change.
Different systems of measurement are used for different purposes. Scientists
usually use the metric system. An important part of measurement is knowing when
to use which system. For example a meteorologist might use degrees Fahrenheit
when reporting the weather to the public, but in writing scientific reports,
the
meteorologist would use degrees Celsius.
We do not know why many changes
or patterns of events have occurred. For example, we do not have a complete scientific
explanation for the cause of: the origin of the universe and its laws, the origin
of life and its diversity, or the causative agent of the mind and its capacities
to perceive, think, reason and decide. Although theories are postulated about
these events, all of the theories are controversial.
"Patterns of Cumulative Change: Accumulated changes through
time, some gradual and some sporadic,
may account for
some
of the present form and function of objects, organisms, and natural
systems.
Present phenomena are often best understood in the light
of
the historical processes that produced them. The general
idea is that the present arises from materials and forms of the past. An example
of cumulative change is the biological theory of evolution, which explains the
process of descent with modification of organisms from common ancestors. Additional
examples are continental drift, which is part of plate tectonic theory, fossilization,
and erosion. Patterns of cumulative change also help to describe the current
structure of the universe.
"Form and Function: Form and function are complementary aspects
of objects, organisms, and systems. The form or shape of an object or system
is
frequently related to use, operation, or function.
In systems that
have been designed by humans or animals the form can generally be explained in
relation to the purpose for which the objects or systems were designed. In this
respect "form follows function." Function frequently
relies on form. Understanding of form and function applies to different
levels of organization. Form and function can
aid in the explanation
of explain each other."*****
COMMENT
To Revision 4Although it is clear that things change
over time and that those changes may influence subsequent events, scientists
still are very much in the dark as to the mechanisms or means that direct change.
We simply do not know what causes some changes. Rather than imply that we have
all the answers, truth would be better served by simply acknowledging our ignorance.
This is reflected in the first suggested revision to this section.Consistent
with this ignorance,
we should not teach a
naturalistic "story" that cumulative change explains the appearance
and diversity of life when great gaps in our knowledge exist. The second set
of revisions in this section deal with the elevation of cumulative change as
the solution to our ignorance. We know that patterns of events result from a
combination of one of three causes - design, chance or necessity. However, we
do not know, as the naturalistic paradigm mandates, that design is not involved
and that change results only from chance and necessity and the cumulative changes
that they produce.It is inappropriate to elevate Darwinian evolution and other
naturalistic theories of change to one of five "unifying
concepts." A unifying concept should be one that has gained acceptance without
protection from testing by the competing hypothesis and that is not subject to
the degree of criticism that has been advanced against natural selection as a
mechanism that can build irreducibly complex systems. But more importantly, a
unifying concept should not be driven by a philosophy that censors consideration
of highly relevant evidence. A unifying concept should gain its stature only
by the weight of the evidence after objective and rigorous consideration and
analysis. Since Darwinian evolution is driven by philosophy rather than the evidence,
it is not entitled to be elevated to that of a "unifying concept." The
effect of such an undeserved promotion would only be to make it easier for Naturalistic
censorship to operate.The last change in this section deals with the concept
of form and function. We think the Sixth Draft misstates what most engineers
recognize - that the form of an object is determined largely by the function
for which it was designed. The Sixth Draft implies that function comes about
as a result of the form of an object or system and thereby twists reality. Function
does not follow form, rather, form follows function. When one designs
a machine, the designer conceives of a target or purpose for the machine. The
machine is then formed to accomplish that goal. We believe this is another example
of evolutionary biology and Naturalism ignoring one of the evidences of design
that exists in nature - living systems have forms that accomplish their apparent
purpose/design in the ecosystem.
Revision 5. By The End Of FOURTH GRADE -
STANDARD
5:
SCIENCE AND TECHNOLOGY - Benchmark
3: All students will distinguish between natural and human-made objects.
*******
"By The End Of FOURTH GRADE
*****
"STANDARD 5: SCIENCE AND TECHNOLOGY
*****
"Benchmark 3: All students will distinguish between natural and human-made
objects.
"Some objects occur in nature; others have been designed and made
by people to solve human problems and enhance the quality of life.
Some
naturally occurring objects have also been designed, such as birds' nests, beavers'
dams and bees' hives. Living systems and other naturally occurring objects give
the appearance of design. Evolutionary biologists who adhere to a naturalistic
philosophy hold that the design that is seen in living systems is merely an illusion
and that these systems are not really designed. Other scientists believe that
the available evidence is not sufficient to prove or convincingly establish the
claim of illusion.
"Indicators: The student will:
"
4 1. Compare, contrast, and sort human-made versus natural objects.
Example: Compare and contrast real flowers to silk flowers.
"
4 2. Use appropriate tools when observing natural and human-made objects.
Example: Use a magnifier when observing objects.
"
3. Ask questions about natural or human-made objects and discuss the reasoning
behind their answers.
Example: The teacher will ask, 'Is this a human-made object? Why do
you think so?' When observing a natural or human-made object, the child will
be
asked the reasoning behind his/her answer.
Example: The teacher will ask, 'Does the real flower appear designed like
the
human-made flower?'"*******COMMENT To Revision 5This Standard,
without our suggested addition, assumes that natural systems are not designed
and that this is what distinguishes them from human-made objects. The distinction
is supported only by the unstated assumption of Naturalism. It is made in the
face of the fact that natural systems actually appear to reflect a far more complex
design than that which is evident in human-made objects. This is another example
of a proposed misleading teaching.
Revision 6. By The End of EIGHTH GRADE -
STANDARD
3:
LIFE SCIENCE
Benchmark
5*******
"By The End of EIGHTH GRADE
*********
"STANDARD 3: LIFE SCIENCE
*********
"Benchmark 5: The students will observe the diversity of living things and
relate their adaptations to their survival or extinction.
"Millions of species of animals, plants and microorganisms are
alive today. Animals and plants vary in body plans,
and internal
structures
and genetic code. Evolutionary biologists
theorize that Darwinian biological evolution, gradual
changes of characteristics of organisms over many
generations,
may have has brought variations
among populations.
Therefore,
A structural
characteristic, process, or behavior that helps an organism survive
in its environment
and that is theorized to have resulted from natural
selection is called an adaptation. When the environment changes
and the adaptive characteristics are insufficient, the species becomes
extinct.
"Some scientists believe that living systems exhibit a level of design
that cannot be explained by Darwinian mechanisms. Apparent design is perhaps
best exhibited in the genetic code that is in a form of a language that provides
the instructions for the assembly of organisms. These scientists postulate that
some adaptations may reflect design or guided modifications rather than change
resulting only from natural selection or other unguided process."Teachers
guide students toward thinking about similarities and differences as students
investigate different types of organisms. Students can compare similarities between
organisms in different parts of the world, such as tigers in Asia and mountain
lions in North America to explore the concept of common ancestry. Instruction
needs to be designed to uncover and correct misconceptions about natural selection.
Students tend to think of all individuals in a population responding to change
quickly rather than over a long period of time.
Using examples such as
Darwin's finches or the peppered moths of Manchester helps develop understanding
of natural selection over time. (Resource: The Beak of the
Finch by Jonathon Weiner). Providing students with fossil evidence
and allowing them time to construct their own explanations is important in developing
middle level students' understanding of extinction as a natural process that
has affected earth's species over time.
"Students should also be encouraged to formulate other hypotheses for
the fossil record than the Darwinian explanation."
"Indicators: The students will:
"
7 1. Conclude that millions of species of animals, plants, and microorganisms
may look dissimilar on the outside but have similarities in internal structures,
developmental characteristics, and chemical processes.
Examples: Research numerous organisms and create a classification system
based on observations of similarities and differences. Compare this system with
a dichotomous key used by scientists. Explore various ways animals take in oxygen
and give off carbon dioxide.
"
7 2. Understand that adaptations of organisms-changes in structure, function,
or behavior-contribute to biological diversity.
Example: Compare bird characteristics such as beaks, wings, and feet
with how a bird behaves in its environment. When students work in cooperative
groups to design different parts of an imaginary bird, relate characteristics
and behaviors of that bird with its structures.
"
7 3. Associate extinction of a species with environmental changes and insufficient
adaptive characteristics.
Example: Students use various objects to model bird beaks, such as spoons,
toothpicks, clothes pins. Students use beaks to eat several types of food, such
as cereal, marbles, raisins, noodles. When food sources change, species without
adaptive traits die."*****
COMMENT To Revision 6The suggested
revisions to this section use the term "Darwinian
evolution" instead of "evolution." We believe it is misleading
to
use the term "evolution" without adding a qualifier. Although the term "evolution" can
mean simply change over time, the Sixth Draft uses it in a purely naturalistic
sense so that all change is attributed only to natural processes such as natural
selection. This use, without the "Darwinian" qualifier, will continue
to confuse students, their parents and the public.It is also misleading to discuss
the issue of what causes life and its diversity without introducing the competing
hypothesis - that change may be designed. The omission of this concept is merely
Naturalistic censorship at work.The suggested deletions regarding the reference
to peppered moths and finch beaks is based on the desire that Kansas Science
Standards not encourage a continuation of the misleading use of these examples
in science text books as
documented in the book, "Icons of Evolution," which we have provided
to you.The balance of the suggested changes are otherwise fairly self-explanatory.
Revision
7. By The End Of TWELFTH GRADE - STANDARD 1: SCIENCE
AS
INQUIRY; Benchmark
1: Students will demonstrate the
fundamental
abilities
necessary to do scientific inquiry.******
"By The End Of TWELFTH GRADE
*******
"STANDARD 1: SCIENCE AS INQUIRY
"Benchmark 1: Students will demonstrate the fundamental abilities necessary
to do scientific inquiry.
"Indicators: The students will:
"
1. Develop through experience a rich understanding and curiosity of the
natural
(material) world."
******COMMENT To Revision 7We think it is inappropriate to limit natural
to only the material world. Natural sciences are concerned with
more than just "material" things. The natural world includes features
which can not be reduced to the material. An example is the semantic character
of biological information. In Benchmark 2 of Life Sciences for the grade 9-12
it is stated that "DNA provides the instructions that specify the characteristics
of organisms." These instructions constitute biological information having
a semantic characteristic that can not be reduced to mass, energy or any measurable
quantity. Other examples are the many faculties of naturally occurring minds,
including human
minds that have not been reduced to the material.*******
Revision 8. By
The End Of TWELFTH GRADE -
STANDARD
3: LIFE SCIENCEBenchmark
3: Students will understand
major
concepts of Darwinian biological evolution.*******
"
By The End Of TWELFTH GRADE
*******
"
STANDARD 3: LIFE SCIENCE
*******
"
Benchmark 3: Students will understand(3) major
concepts of Darwinian biological evolution.
_________________
(3)"
Understand: "Understand" does not mandate "belief." While
students may be required to understand some concepts that researchers use to
conduct research and solve practical problems, they may accept or reject the
scientific concepts presented. This applies particularly where students' and/or
parents' religion is at odds with science. See Teaching About Evolution and
the Nature of Science, National Academy of Sciences,
1998, page 59.
"Understand: Although "Understand" does not mandate "belief" it
should be recognized that beliefs are significantly affected by the information
that is provided and by omitting to provide other relevant information. Accordingly,
diligence should be used to insure that explanations provided do not exclude
pertinent evidence or promote certain evidence for philosophic or religious reasons.
In particular, teachings should not be driven by naturalism or any religious
text, belief or doctrine. "
________________
"Indicators: The students will understand:
"1. That the theory of
Darwinian evolution is both
the history of descent with modification of different lineages of organisms from
common ancestors and the ongoing adaptation of organisms to environmental challenges
and changes (modified from Futuyma, 1998).
"10.2. That
many biologists use
Darwinian evolution
theory to explain the earth's present day biodiversity-the number, variety, and
variability of organisms
"Some biologists believe that natural selection and random genetic drift
are not competent to produce the information processing systems that distinguish
living from non living systems. They theorize that a mind or some form of intelligence
is necessary for the construction and assembly of the kind of information processing
systems and biological machinery that comprise each cell in a living organism
and the information processing network that comprises the organism. The design
hypothesis is supported by (a) the apparent design that is observed in nature
and particularly in living systems, (b) the lack of any known physical or chemical
law or process that can account for the biological information or information
processing systems found in living systems, (c) the apparent irreducible complexity
of many biological systems and machines, (d) statistical studies indicating the
improbability of such systems arising by chance-based Darwinian mechanisms, (e)
comparisons of biological information systems with those that are human- made,
(f) the abrupt appearance of phyla in the fossil record and (g) the existence
of laws, constants and forces essential to life that fall within statistically
improbable ranges.
"
Example: Patterns of diversification and extinction
of organisms are documented in the fossil record. The fossil record provides
evidence of simple, bacteria-like life as far back as 3.8+ billion years ago
almost
simultaneously with the postulated habitability of our earth. Natural
selection, and other processes, can cause populations to change from one generation
to the next. A single population can separate into two or more independent populations.
Over time, these populations can also become very different from each other.
If the isolation continues, the genetic separation may become irreversible. This
process is called speciation. Populations and entire lineages can go extinct.
One effect of extinction is to increase the apparent differences between populations.
As intermediate populations go extinct, the surviving lineages can become more
distinct from one another.
Although these patterns may be supportive of
Darwinian evolutionary theory when extrapolated to the tree of life, the fossil
record provides no continuous record of species-to-phyla diversification. Rather
the fossil record shows evidence of the appearance of major phyla without previous
ancestors (for example: the Cambrian explosion), a pattern that is more consistent
with the
design hypothesis.
"3. That
many biologists recognize that the primary
mechanisms of
Darwinian evolution are natural selection and random
genetic drift.
Example: Natural selection includes the following concepts: 1) Heritable
variation exists in every species; 2) some heritable traits are more advantageous
to reproduction and/or survival than are others; 3) there is a finite supply
of resources required for life; not all progeny survive; 4) individuals with
advantageous traits generally survive to reproduce; 5) the advantageous heritable
traits increase in the population through time.
"10.4. The sources and value of variation.
Examples: Variation of organisms within and among species increases the
likelihood that some members will survive under changed environmental conditions.
New heritable traits primarily result from new combinations of genes and secondarily
from mutations or changes in the reproductive cells; changes in other cells of
a sexual organism are not passed to the next generation.
"5. That
many scientists use Darwinian evolution
by
natural selection
as is a broad, unifying theoretical
framework in biology.
Examples: Darwinian evolution provides the context in which to
ask research questions and yields valuable insights, especially in agriculture
and
medicine. The
postulated common ancestry
based on similarity
of features of living things allows them to be classified into a hierarchy
of groups; these classifications or family trees follow rules of nomenclature;
scientific names have unique definitions and value.
Natural selection
and its evolutionary consequences provide a scientific explanation for the fossil
record that correlates with geochemical (e.g., radioisotope) dating results.
The distribution of fossil and modern organisms is related to geological and
ecological changes (i.e. plate tectonics, migration). Certain
aspects of the fossil record, the age of the earth based on radioisotope dating
and plate tectonics are consistent with the Darwinian theory. However, this evidence
is not inconsistent with the design hypothesis."*******COMMENT
To Revision 8We believe the commentary that discusses the distinction
between belief and understanding in this context is misleading. Due to the use
of Naturalism, the teaching of the subject under discussion in fact encourages
belief in a philosophy rather an understanding developed through an objective
and logical investigation of the two possible causes of life and its diversity.
With naturalism, Darwinian evolution is the only possible answer to the question.
Hence, the teaching in fact encourages belief rather than a mere understanding.The
balance of the suggested revisions are fairly self-explanatory. The discussion
of the design hypothesis is necessary to make the statements made not misleading.
Also, it is necessary that all historical origin of life accounts be clearly
identified only as theories or hypotheses so that they are not confused with
facts and general scientific truths.
Revision 9. By The End Of TWELFTH
GRADE - STANDARD 3: LIFE SCIENCE
Benchmark
6: Students will understand the
behavior of animals.
Paragraph
3*******
"
By The End Of TWELFTH GRADE
*******
"
STANDARD 3: LIFE SCIENCE
*******
"
Benchmark 6: Students will understand the behavior of animals.
******
"
Paragraph 3
"3. Like other aspects of an organism's biology,
behaviors have evolved through natural selection.
Examples: Behaviors are often adaptive when viewed in terms of survival and reproductive
success. Behavioral biology has implications for humans, as it provides links
to psychology, sociology, and anthropology.******COMMENT To
Revision 9The reasons for this suggested revision have been discussed
in the forepart
of this letter. It is misleading to flatly state that animal
behaviors "have evolved through natural selection," without first stating
that this conclusion is based on a philosophy of Naturalism and that the evidence
for the assertion is speculative and conjectural. It is even more misleading,
without stating that critical assumption, to then equate the origin of human
behavior to the same cause.The lengths to which Darwinists will write
evolutionary history to fit their naturalistic perspective is perhaps best exhibited
by a review in the December 31, 2000 New York Times Book Review section that
discusses a recently published
book: Terry Burnham and Jay Phelan, "
Mean Genes: From Sex to Money to
Food: Taming our Primal Instincts." The reviewer highlights the excess
of speculation and conjecture as follows:"Evolutionary psychologists have
been beating the Darwinian drum for some years now, invoking the Victorian scientist's
name to explain everything from sexual attraction and infanticide to selfishness
and infidelity. But until now they have been mostly content to put forward their
ideas in scholarly books, their bolder assertions --- that a proclivity for rape
is written in men's genes, for example --- stirring debate on the cocktail circuit
and in the halls of academe.
"Now, however, two true believers in the power of evolutionary
theory to explain human behavior have taken the next step; they have written
a
self help book...."
*****
"Many critics of evolutionary psychology (and, most likely, some
evolutionary psychologists themselves) will wince at the glibness of the book's
tone, the banality of its solutions, the sophomoric quality of its jokes and
the unblushing (some might say reckless) alchemy with which it transforms hotly
contested theory into unquestioned fact." (Erica Goode, who writes about
human behavior for the New York Times)This report on the sloppy "science" done
by two evolutionary psychologists is merely reflective of the degeneration
of our critical thinking processes when we allow them to be driven by a philosophy
of Naturalism rather than by logic and an unbiased and objective investigation
and analysis of the
available evidence.Revision 10. By The End Of TWELFTH GRADE - STANDARD
3: LIFE SCIENCE
Benchmark
7 - Paragraph 10.4*******
" By The End Of TWELFTH GRADE
*******
" STANDARD 3: LIFE SCIENCE
*******
" Benchmark 7: Students will demonstrate an understanding of structure,function,
and diversity of organisms.
*******
" Paragraph 10.4
"10. 4. The basic biology, diversity, anatomy, ecology and medical
effects of major animal groups.
" Example: Animals vary; this variation is important in understanding the
function of animals in farming, medical research, etc. Understanding the biology
of animals
underlies a scientific understanding of ecology.
5. Humans as complex, persons soft machines that
require many systems to operate properly.******COMMENT To Revision 10This
is a good example of the negative way in which Naturalism has influenced the
Sixth Draft where humans are characterized as
nothing more than "complex, SOFT MACHINES..." (Emphasis added).
Although it is consistent with Naturalism that we be
characterized as mere machines, we believe
most of us and most scientists will agree that humans are far different than
machines. While much of the anatomical structure and physiological processes
of the human body may be described in machine-like analogies, it is clear from
the intangible faculties of cognition,
emotion, mental judgment, "free-will" and moral awareness that human
life is far more than simply "soft machinery." Although we would
expect this error to be corrected in whatever standards are adopted, it is
illustrative
of how a naturalistic philosophy can lead us to a radical, de-humanizing
world view.
Revision 11. By The End Of TWELFTH GRADE
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
*******
Benchmark 1: Students will develop an understanding of the overall functioning
of human systems and their interaction with the environment in order to understand
specific mechanisms and processes related to health issues.
********"By The End Of TWELFTH GRADE
*******
" STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
"As a result of their activities in grades 9-12, all students
will develop an understanding of personal and community health, population
growth,
natural resources, environmental quality, natural and human-induced hazards,
and
science and technology in local, national and global settings.
"Benchmark 1: Students will develop an understanding of the overall functioning
of human systems and their interaction with the environment in order to understand
specific mechanisms and processes related to health issues.
"Indicators: The students will understand that:
" 1. Hazards and the potential for accidents exist for all human beings.
" 2. The severity of disease symptoms is dependent on many factors, such
as human resistance and the virulence of the disease-producing organism.
Examples: Many diseases can be prevented, controlled, or cured. Some diseases,
such as cancer, result from specific body dysfunctions and are not
communicable.
" 3. Informed personal choices concerning fitness and health include
an involve understanding of chemistry and biology. Mental
health can profoundly affect physical health and many factors affecting mental
health are outside the realm of natural science.
" 4. Selection of foods and eating patterns determine nutritional balance.
" 5. Sexuality is basic to healthy human development.
" 6. Intelligent use of chemical products relates directly to an understanding
of chemistry."*******COMMENT To Revision 11This section
of the Standards implies that our health is merely a function of naturalistic
processes. This is consistent with the naturalistic and materialistic philosophy
which underlies the Sixth Draft. Its vice is that it may mislead students into
believing that health is simply a function of materialistic causes, thereby avoiding
the observable effect that mental and non materialistic processes have on our
health. The suggested revision reflects the need to highlight the impact of mental
health on our physical health.Revision 12. By The End Of TWELFTH GRADE
- STANDARD 7: HISTORY AND NATURE OF SCIENCE - Benchmark 2: Students will develop
an understanding of the nature of
scientific knowledge********
" By The End Of TWELFTH GRADE
*******
" STANDARD 7: HISTORY AND NATURE OF SCIENCE
"As a result of activities in grades 9-12, all students will
develop understanding of science as a human endeavor, the nature of scientific
knowledge,
and historical perspectives.
*******
"Benchmark 2: Students will develop an understanding of the nature of scientific
knowledge
"Indicators: The students will:
"10 1. Demonstrate an understanding of the nature of scientific
knowledge.
"Examples: Scientific knowledge is generally empirically
based, consistent with reality, predictive, logical, and is skeptical. Scientific
knowledge is subject to experimental or observational confirmation. Scientific
knowledge is built on past understanding and can be refined and added
to. However, " Evolutionary biology, in contrast with physics
and chemistry, is a historical science -- the evolutionist attempts to explain
events and processes that have already taken place. Laws and experiments are
inappropriate techniques for the explication of such events and processes. Instead
one constructs a historical narrative, consisting of a tentative reconstruction
of the particular scenario that led to the events one is trying
to explain." (Ernst Mayr, "Darwin's Influence on Modern Thought" (Scientific
American, July 2000, p 80)
"Due to the
historical nature of origins science it is especially important that the history
be written objectively and logically without philosophic or religious
motive."COMMENT To Revision 12This section is misleading because
it omits to explain that much of the science covered by the Standards is historical
science that is driven by Naturalism. Our suggestions attempt to cure this problem.
The suggested revisions have also been discussed in the INTRODUCTION and are
otherwise
self-explanatory.Revision 13. Appendix 1 GLOSSARY
********
" Appendix 1 GLOSSARY
*******"Evolution-Biological or Darwinian
Evolution: A scientific theory that accounts for attempts
to explain present day similarity and diversity among living organisms
and changes in non-living organisms entities over
time without attributing any such developments to an intelligent
agent. With respect to living
organisms, Darwinian evolution has two major perspectives: The
long-term perspective focuses on the branching of lineages; the short-term perspective
centers on changes within lineages. In the long term, Darwinian evolution
is the descent with modification of different lineages from common ancestors.
In the short term, Darwinian evolution is the on-going adaptation
of organisms to environmental challenges and changes. *******"Evolution-Cosmological: With
respect to non-living entities, evolution accounts for evolutionary
theory attempts to explain sequences of natural stages of development.
Such sequences are postulated to be a natural consequence of the
characteristics of matter and energy. Stars, planets, solar systems, and galaxies
are examples postulated to be the natural consequences
of the interaction of matter and energy. *******"Evolution-Macroevolution: Darwinian evolution
above the species level. The evolution of higher taxa and the product of evolutionary
novelties such as new structures (May, 1991). It is
postulated that Macroevolution continues the genetic mechanisms of microevolution
and adds new considerations of extinction, rate and manner of evolution, competition
between evolving units, and other topics relevant to understanding larger scale
evolution.******"Science: The human
activity of seeking natural logical explanations
for what we observe in the world around us. These explanations are based on observations,
experiments, and logical arguments that adhere to strict empirical standards
and a healthy skeptical perspective.COMMENT TO Revision 13The
suggested revisions have been discussed above and are otherwise self-explanatory.Thank
you for considering these suggestions.
Very
truly yours,
s/John
H. Calvert
John
H. Calvert, J.D., Managing Director
s/William
S. Harris
William
S. Harris, Ph.D., Managing Director
s/Jody
F. Sjogren
Jody
F. Sjogren, M.S., CMI, Managing
Director______________
1. For
a copy of Ms. Pearcey's complete remarks see the last four pages of the document
that may be found at:
http://www.intelligentdesignnetwork.org/June%208%20letter%20to%20Boards.htm
2. Although
the existing definition properly focuses on logic over philosophy, the definition
of science that we proposed to the Board on August 9, 1999, which eliminates
the naturalistic limitation and
which defines "science" as a "body of knowledge" rather then
as an "activity," is the one we prefer. That is:"Science is
a body of knowledge. It is assembled by systematically seeking explanations
for
what we observe in nature. The tools of Science are observation, experiment,
and logical argument which require strict empirical standards and a healthy
skepticism. Scientific explanations are ultimately built upon observations.
From these, hypotheses
and theories are developed. A hypothesis is a testable statement about the
natural world that can serve as the basis for further inferences, explanations,
and most
importantly, predictions. A theory is a well-substantiated explanation of some
aspect of the natural world that can incorporate observations, inferences,
and tested hypotheses."
3. " Understand: "Understand" does
not mandate "belief." While students may be required to understand
some concepts that researchers use to conduct research and solve practical
problems, they may accept or reject the scientific concepts presented. This
applies particularly
where students' and/or parents' religion is at odds with
science. See Teaching About Evolution and the Nature of Science, National
Academy of Sciences, 1998, page 59."Understand:
Although "Understand" does not mandate "belief" it should
be recognized that beliefs are significantly affected by the information that
is provided and by omitting to provide other relevant information. Accordingly,
diligence should be used to insure that explanations provided do not exclude
pertinent evidence or promote certain evidence for philosophic or religious
reasons. In particular, teachings should not be driven by naturalism or any
religious
text, belief or doctrine. "