The Crusade Against Evolution
In the beginning there was Darwin. And then there was intelligent design. How the next generation of "creation science" is invading America's classrooms.
By Evan RatliffPage
On a spring day two years ago, in a downtown Columbus auditorium, the Ohio State Board of Education took up the question of how to teach the theory of evolution in public schools. A panel of four experts - two who believe in evolution, two who question it - debated whether an antievolution theory known as intelligent design should be allowed into the classroom.
This is an issue, of course, that was supposed to have been settled long ago. But 140 years after Darwin published On the Origin of Species, 75 years after John Scopes taught natural selection to a biology class in Tennessee, and 15 years after the US Supreme Court ruled against a Louisiana law mandating equal time for creationism, the question of how to teach the theory of evolution was being reopened here in Ohio. The two-hour forum drew chanting protesters and a police escort for the school board members. Two scientists, biologist Ken Miller from Brown University and physicist Lawrence Krauss from Case Western Reserve University two hours north in Cleveland, defended evolution. On the other side of the dais were two representatives from the Discovery Institute in Seattle, the main sponsor and promoter of intelligent design: Stephen Meyer, a professor at Palm Beach Atlantic University's School of Ministry and director of the Discovery Institute's Center for Science and Culture, and Jonathan Wells, a biologist, Discovery fellow, and author of Icons of Evolution, a 2000 book castigating textbook treatments of evolution. Krauss and Miller methodically presented their case against ID. "By no definition of any modern scientist is intelligent design science," Krauss concluded, "and it's a waste of our students' time to subject them to it."
Meyer and Wells took the typical intelligent design line: Biological life contains elements so complex - the mammalian blood-clotting mechanism, the bacterial flagellum - that they cannot be explained by natural selection. And so, the theory goes, we must be products of an intelligent designer. Creationists call that creator God, but proponents of intelligent design studiously avoid the G-word - and never point to the Bible for answers. Instead, ID believers speak the language of science to argue that Darwinian evolution is crumbling.
The debate's two-on-two format, with its appearance of equal sides, played right into the ID strategy - create the impression that this very complicated issue could be seen from two entirely rational yet opposing views. "This is a controversial subject," Meyer told the audience. "When two groups of experts disagree about a controversial subject that intersects with the public-school science curriculum, the students should be permitted to learn about both perspectives. We call this the 'teach the controversy' approach."
Since the debate, "teach the controversy" has become the rallying cry of the national intelligent-design movement, and Ohio has become the leading battleground. Several months after the debate, the Ohio school board voted to change state science standards, mandating that biology teachers "critically analyze" evolutionary theory. This fall, teachers will adjust their lesson plans and begin doing just that. In some cases, that means introducing the basic tenets of intelligent design. One of the state's sample lessons looks as though it were lifted from an ID textbook. It's the biggest victory so far for the Discovery Institute. "Our opponents would say that these are a bunch of know-nothing people on a state board," says Meyer. "We think it shows that our Darwinist colleagues have a real problem now."
But scientists aren't buying it. What Meyer calls "biology for the information age," they call creationism in a lab coat. ID's core scientific principles - laid out in the mid-1990s by a biochemist and a mathematician - have been thoroughly dismissed on the grounds that Darwin's theories can account for complexity, that ID relies on misunderstandings of evolution and flimsy probability calculations, and that it proposes no testable explanations.
As the Ohio debate revealed, however, the Discovery Institute doesn't need the favor of the scientific establishment to prevail in the public arena. Over the past decade, Discovery has gained ground in schools, op-ed pages, talk radio, and congressional resolutions as a "legitimate" alternative to evolution. ID is playing a central role in biology curricula and textbook controversies around the country. The institute and its supporters have taken the "teach the controversy" message to Alabama, Arizona, Minnesota, Missouri, Montana, New Mexico, and Texas.
The ID movement's rhetorical strategy - better to appear scientific than holy - has turned the evolution debate upside down. ID proponents quote Darwin, cite the Scopes monkey trial, talk of "scientific objectivity," then in the same breath declare that extraterrestrials might have designed life on Earth. It may seem counterintuitive, but the strategy is meticulously premeditated, and it's working as planned. The debate over Darwin is back, and coming to a 10th-grade biology class near you.
At its heart, intelligent design is a revival of an argument made by British philosopher William Paley in 1802. In Natural Theology, the Anglican archdeacon suggested that the complexity of biological structures defied any explanation but a designer: God. Paley imagined finding a stone and a watch in a field. The watch, unlike the stone, appears to have been purposely assembled and wouldn't function without its precise combination of parts. "The inference," he wrote, "is inevitable, that the watch must have a maker." The same logic, he concluded, applied to biological structures like the vertebrate eye. Its complexity implied design.
Fifty years later, Darwin directly answered Paley's "argument to complexity." Evolution by natural selection, he argued in Origin of Species, could create the appearance of design. Darwin - and 100-plus years of evolutionary science after him - seemed to knock Paley into the dustbin of history.
In the American public arena, Paley's design argument has long been supplanted by biblical creationism. In the 1970s and 1980s, that movement recast the Bible version in the language of scientific inquiry - as "creation science" - and won legislative victories requiring "equal time" in some states. That is, until 1987, when the Supreme Court struck down Louisiana's law. Because creation science relies on biblical texts, the court reasoned, it "lacked a clear secular purpose" and violated the First Amendment clause prohibiting the establishment of religion. Since then, evolution has been the law of the land in US schools - if not always the local choice.
rest can be found here>> http://www.wired.com/wired/archive/12.10/evolution.html
In the beginning there was Darwin. And then there was intelligent design. How the next generation of "creation science" is invading America's classrooms.
By Evan RatliffPage
On a spring day two years ago, in a downtown Columbus auditorium, the Ohio State Board of Education took up the question of how to teach the theory of evolution in public schools. A panel of four experts - two who believe in evolution, two who question it - debated whether an antievolution theory known as intelligent design should be allowed into the classroom.
This is an issue, of course, that was supposed to have been settled long ago. But 140 years after Darwin published On the Origin of Species, 75 years after John Scopes taught natural selection to a biology class in Tennessee, and 15 years after the US Supreme Court ruled against a Louisiana law mandating equal time for creationism, the question of how to teach the theory of evolution was being reopened here in Ohio. The two-hour forum drew chanting protesters and a police escort for the school board members. Two scientists, biologist Ken Miller from Brown University and physicist Lawrence Krauss from Case Western Reserve University two hours north in Cleveland, defended evolution. On the other side of the dais were two representatives from the Discovery Institute in Seattle, the main sponsor and promoter of intelligent design: Stephen Meyer, a professor at Palm Beach Atlantic University's School of Ministry and director of the Discovery Institute's Center for Science and Culture, and Jonathan Wells, a biologist, Discovery fellow, and author of Icons of Evolution, a 2000 book castigating textbook treatments of evolution. Krauss and Miller methodically presented their case against ID. "By no definition of any modern scientist is intelligent design science," Krauss concluded, "and it's a waste of our students' time to subject them to it."
Meyer and Wells took the typical intelligent design line: Biological life contains elements so complex - the mammalian blood-clotting mechanism, the bacterial flagellum - that they cannot be explained by natural selection. And so, the theory goes, we must be products of an intelligent designer. Creationists call that creator God, but proponents of intelligent design studiously avoid the G-word - and never point to the Bible for answers. Instead, ID believers speak the language of science to argue that Darwinian evolution is crumbling.
The debate's two-on-two format, with its appearance of equal sides, played right into the ID strategy - create the impression that this very complicated issue could be seen from two entirely rational yet opposing views. "This is a controversial subject," Meyer told the audience. "When two groups of experts disagree about a controversial subject that intersects with the public-school science curriculum, the students should be permitted to learn about both perspectives. We call this the 'teach the controversy' approach."
Since the debate, "teach the controversy" has become the rallying cry of the national intelligent-design movement, and Ohio has become the leading battleground. Several months after the debate, the Ohio school board voted to change state science standards, mandating that biology teachers "critically analyze" evolutionary theory. This fall, teachers will adjust their lesson plans and begin doing just that. In some cases, that means introducing the basic tenets of intelligent design. One of the state's sample lessons looks as though it were lifted from an ID textbook. It's the biggest victory so far for the Discovery Institute. "Our opponents would say that these are a bunch of know-nothing people on a state board," says Meyer. "We think it shows that our Darwinist colleagues have a real problem now."
But scientists aren't buying it. What Meyer calls "biology for the information age," they call creationism in a lab coat. ID's core scientific principles - laid out in the mid-1990s by a biochemist and a mathematician - have been thoroughly dismissed on the grounds that Darwin's theories can account for complexity, that ID relies on misunderstandings of evolution and flimsy probability calculations, and that it proposes no testable explanations.
As the Ohio debate revealed, however, the Discovery Institute doesn't need the favor of the scientific establishment to prevail in the public arena. Over the past decade, Discovery has gained ground in schools, op-ed pages, talk radio, and congressional resolutions as a "legitimate" alternative to evolution. ID is playing a central role in biology curricula and textbook controversies around the country. The institute and its supporters have taken the "teach the controversy" message to Alabama, Arizona, Minnesota, Missouri, Montana, New Mexico, and Texas.
The ID movement's rhetorical strategy - better to appear scientific than holy - has turned the evolution debate upside down. ID proponents quote Darwin, cite the Scopes monkey trial, talk of "scientific objectivity," then in the same breath declare that extraterrestrials might have designed life on Earth. It may seem counterintuitive, but the strategy is meticulously premeditated, and it's working as planned. The debate over Darwin is back, and coming to a 10th-grade biology class near you.
At its heart, intelligent design is a revival of an argument made by British philosopher William Paley in 1802. In Natural Theology, the Anglican archdeacon suggested that the complexity of biological structures defied any explanation but a designer: God. Paley imagined finding a stone and a watch in a field. The watch, unlike the stone, appears to have been purposely assembled and wouldn't function without its precise combination of parts. "The inference," he wrote, "is inevitable, that the watch must have a maker." The same logic, he concluded, applied to biological structures like the vertebrate eye. Its complexity implied design.
Fifty years later, Darwin directly answered Paley's "argument to complexity." Evolution by natural selection, he argued in Origin of Species, could create the appearance of design. Darwin - and 100-plus years of evolutionary science after him - seemed to knock Paley into the dustbin of history.
In the American public arena, Paley's design argument has long been supplanted by biblical creationism. In the 1970s and 1980s, that movement recast the Bible version in the language of scientific inquiry - as "creation science" - and won legislative victories requiring "equal time" in some states. That is, until 1987, when the Supreme Court struck down Louisiana's law. Because creation science relies on biblical texts, the court reasoned, it "lacked a clear secular purpose" and violated the First Amendment clause prohibiting the establishment of religion. Since then, evolution has been the law of the land in US schools - if not always the local choice.
rest can be found here>> http://www.wired.com/wired/archive/12.10/evolution.html
