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Ali A. Rizvi: Are Evolution-Deniers any Different from Holocaust-Deniers, Birthers, or Truthers?
Great and timely anecdote about a history teacher being shouted down by Holocaust-denying parents -- analogy for trying to teach science in some cultures, including America's.
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"Imagine you are a teacher of recent history, and your lessons on 20th-century Europe are boycotted, heckled or otherwise disrupted by well-organised, well-financed and politically muscular groups of Holocaust-deniers...
Holocaust deniers really exist. They are vocal, superficially plausible and adept at seeming learned. They are supported by the president of at least one currently powerful state, and they include at least one bishop of the Roman Catholic Church.
Imagine that, as a teacher of European history, you are continually faced with belligerent demands to 'teach the controversy', and to give 'equal time' to the 'alternative theory' that the Holocaust never happened but was invented by a bunch of Zionist fabricators.
...Fashionably relativist intellectuals chime in to insist that there is no absolute truth: whether the Holocaust happened is a matter of personal belief; all points of view are equally valid and should be equally 'respected'."
Can Science and Religion Co-Exist in Harmony? - Pew Research Center
Obama NIH appointee and Human Genome Project leader/evangelical Christian on the compatibility of faith and science. AND NPR reporter on connections between the temporal lobe and religious experiences.
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You all probably have seen the Gallup Poll that gets asked every year -- given the choice among three options, what do people say? That first option, that God guided a process that happened over millions of years -- 38 percent; the second option, that God had no part, that being a deist or an atheist perspective -- 13 percent. But the largest number -- 45 percent, almost half -- choose the third option, that God created human beings in their present form in the last 10,000 years. You can't arrive at that conclusion without throwing out pretty much all of the evidence from cosmology, geology, paleontology, biology, physics, chemistry, genomics and the fossil record. Yet that is the conclusion that many Americans prefer.
There are a lot of forces trying to encourage that view. If you've been to the Creation Museum -- I haven't, but I gather some of you have -- it will show you this perspective of humans and dinosaurs frolicking together in a way that's consistent with the 6,000-year-old Earth. Again, many children going to see this are probably walking away thinking, yeah, that makes sense.
I get e-mails practically every week from people who were raised in this tradition -- many of them home schooled or schooled in a Christian high school where young Earth creationism is the only view that they're exposed to. Then they get to university and they see the actual data that supports the age of the Earth as 4.5, 5 billion years old, and they see the data that supports evolution as being correct, and they go into an intense personal crisis. -
We've set those folks up for a terrible struggle by what we're doing right now in this country.
It seems to me that atheism is, of all of the choices, the least rational because it assumes that you know enough to exclude the possibility of God. And which of us could claim we know enough to make such a grand statement? G.K. Chesterton says this quite nicely: "Atheism is the most daring of all dogmas, the assertion of a universal negative." - 9 more annotations...
Ryan Grim: Read the Never-Before-Published Letter From LSD-Inventor Albert Hofmann to Apple CEO Steve Jobs
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Doblin and Hofmann were close; Doblin gave the doctor his first tab of ecstasy in the '80s when it was still legal, he says, and Hofmann loved it, saying that finally he'd found a drug he could enjoy with his wife, no fan of LSD.
An Interesting Establishment Clause Court Case: Teacher Denigrates Student's Religion
Schafersman on Corbett.
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Add Sticky NoteI taught science, including evolution, for 26 years. Although I was a college and university professor, I was always careful to never explicitly criticize religious beliefs. I of course believe that Creationism is "religious, superstitious nonsense," but I have never said that to students. I always said that Creationism was not science, but religion, and in this class we are only going to learn about science. The same for Adam and Eve and Noah's Flood: I never said A&E never existed or the Flood never occurred, but only that there is no scientific evidence for their existence. I also frequently said that students were free to believe what they wanted, but are advised to believe the scientific explanation and certainly to know it for the exams. I made it clear that outside of the classroom and especially after the final exam they could believe whatever the hell they wanted. . . and then they had to live with their knowledge.
- Easy enough in a science class. Teaching history or literature is more complicated. - on 2009-05-20
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I think teacher Corbett was being excessively confrontational in a public school classroom and one student called him on it. That's too bad for the teacher. Of course Creationism is "religious, superstitious nonsense," but it is illegal to say that in a public school classroom. Corbett should have just said that there is no evidence for Creationism, it is religious, not science, and it would be unscientific to accept it as truthful. That would all be perfectly legal. He could also have said that it would also be unwise to not learn about evolution or to believe that Creationism will give you the best exam answers for the purposes of this course.
In science class, students are learning to hate science | Houston & Texas News | Chron.com - Houston Chronicle
Amen.
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Across the land, students in science class diligently memorize human cell components like DNA, mitochondria and endoplasmic reticulum. They learn to rigidly order the natural world, from kingdom down to species.
And — most disturbingly, say a growing number of scientists — they learn to hate science.
Advocates cite many problems with science education, such as teachers lacking a science background. But perhaps the most critical issue, they say, is standardized testing that forces students to memorize and regurgitate.
“Students don’t need to know what an endoplasmic reticulum is,” said Bruce Alberts, editor of the journal Science and former president of the National Academies of Science, who has called for a “revolution” in science education.
“Bad tests are forcing a trivialization of science education and drive most students away from science. Real science is exciting. It’s completely different from these textbooks.”
Yet change may be afoot in Texas, with some legislators calling for a re-evaluation of the influence of TAKS testing. And some science educators see opportunities to change science class from a dull exercise in memorization to inquiry-based learning.
There’s no shortage of smart people tackling the issue, like Nobel Prize-winning physicist Leon Lederman, who argues that children should be taught physics first in high school in order to grasp the broad outlines of the natural world.
“I’ve been working at it for a long time,” he said. “We’re not doing well. Meaningless testing is a bad thing. If we want scientific literacy, then we want teachers to teach the beauty of science, the fun in it, the humor in it, and to bring examples of modern science into the classroom.”
Scientific Evidence Supporting Evolution Continues To Grow; Nonscientific Approaches Do Not Belong In Science Classrooms
free evolution download
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"Teaching creationist ideas in science class confuses students about what constitutes science and what does not," the committee stated.
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Copies of SCIENCE, EVOLUTION, AND CREATIONISM will be available from the National Academies Press; tel. 202-334-3313 or 1-800-624-6242, or on the Internet at
www.nap.edu/sec, for $12.95; a PDF version is FREE. Reporters may obtain a copy from the Office of News and Public Information (contact listed above). In addition, a podcast of the public briefing held to release this publication is available at http://national-academies.org/podcast. The NAS' evolution resources Web page, http://national-academies.org/evolution, allows easy access to books, position statements, and additional resources on evolution education and research.
PLoS Biology - Evolution and Creationism in America's Classrooms: A National Portrait
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Explaining differences in teachers' emphasis: Why do some teachers spend so much more time on evolution than others? Our data weigh heavily against one possible explanation: differences in state standards. We find that nearly 90% of cross-teacher variation is within states (Eta-square from a one-way analysis of variance by state is 0.11) as opposed to between states. As an upper limit, then, state standards cannot account for more than 11% of the variance [21].
However, our data lend support to two potential explanations: teachers' personal beliefs about evolution and the number of college-level science classes.
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Among the biology teachers, 16% believed that human beings were created by God in their present form at one time within the last 10,000 years (and an additional 9% declined to answer). Although this is a far smaller proportion than found among the general public (48%), our data demonstrate substantial sympathy for the “young earth” creationist position among nearly one in six members of the science teaching profession. The teachers who chose the “young earth” creationist position devoted 35% fewer class hours to evolution than all other teachers (Table S5).
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Atheists of Silicon Valley: Science Links
Great resources, links, quotes here. Extensive and well-organized resource against the Medievals.
Project Steve: n > 1000 | NCSE
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With the addition of Steve #1000 on September 5, 2008, NCSE's Project Steve attained the kilosteve mark.
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tongue-in-cheek parody of the long-standing creationist tradition of amassing lists of "scientists who doubt evolution" or "scientists who dissent from Darwinism," Project Steve mocks such lists by restricting its signatories to scientists whose first name is Steve.
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"Strengths and weaknesses" nixed in Texas | NCSE
it's not over yet, but it's good news. good links to the creationist board members' sites.
Schools Matter: NSTA Cites Poor Working Conditions & NCLB as Reasons for Drop in Science Scores
NCLB causes elem schools to reduce science and history time. See comments for testimony.
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