Do you think the sign maker was jesting? Or do you think the sign maker genuinely didn’t know? (See: 1936 Olympics in Berlin)
While we wait to see whether someone will confess to PhotoShopping this picture, we teachers might consider using this photo as a hook for a lesson on the differences between the rising totalitarian state of Nazi Germany in 1936, and the rising, increasingly economically free state of the People’s Democratic Republic of China today.
One more lesson plan for this year — it’s reusable next fall, with the added bonus then that by then you’ll have the headlines of the actual Olympics to add to the discussion.
Update: The photo is said to have been was taken by Rowan Benum at a California site (see Mr. Benum’s comment). Since it’s all the rage on conservative sites, where the history ignorance is condemned but the conservative bloggers can’t quite bring themselves to endorse the Communist Chinese, I strongly suspect wondered about a PhotoShop origin. The torch was run through San Francisco; there are few palms in San Francisco (Californians: Can you identify the location?).
Update 5-13-2008: The photographer kindly dropped by comments to note the authenticity of the photo. I agree, the Tibetan prayer flags suggest authenticity; would a hoaxer think of such details?
“Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles.”
Olympic Charter, Fundamental principles, paragraph 2
Since the International Olympics Committee (IOC) is an avowedly non-political international agency, is it fair or rational to protest the siting of an Olympics on political grounds?
What do the protesters ask the IOC to do? What do the protesters ask others to do?
Under international law, what are the rights and duties of the Peoples Republic of China (PRC)?
Did the IOC ask anything of the government of the Peoples Republic of China of a political nature? Would such requests be fair, or rational?
Other international organizations function in other nations where governments do not have good records on human rights, such as the Red Cross/Red Crescent, Scouting, UNICEF, and others (can you add to this list?). What considerations must such organizations give to local politics where human rights are at issue?
Look at other protests involving the Olympics, especially in 1980 and 1984. Did those protests achieve what the protesters had hoped? Does the success or failure of past protests augur well for current protests?
The creator of the protest sign in the photograph appears to have not known about the 1936 Olympics, which were hosted in Berlin, then under the control of the Nazi government of Germany. The Olympics were sited in Berlin prior to the rise of the Nazi government. Does the protester’s ignorance of history affect the message of the sign? Does it reflect well on the cause the protester advocates?
What other famous or notorious examples of ignorance of history can you find?
Do you ever get embarrassed for the people captured in Jay Leno’s “Jaywalking” segments?
Georges Santayana (1863-1952) famously said, “Those who cannot remember the past are condemned to repeat it.” Do you find that statement to be true? Does this affect the course of history? (Students may want to explore the history of invasions of Russia by Napoleon and Hitler, or the history of invasions of Afghanistan by Britain, the Soviet Union, and the U.S.)
We have great kids, we have a very good department, and Dallas pays better than most of the suburban districts in the area. Vacancies existed through most of the school year. Good candidates went other places. It’s frustrating.
I’ll wager the hiring process would go faster, and work better, if teacher pay in Dallas were $5,000 higher. I’d wager, as an administrator, that the $5,000/year raise for teachers would provide greater savings in hiring, tutoring, testing, and all other areas of academic performance.
But, then, I think supply/demand economics often works. What do I know?
Just over two weeks to graduation, son James is concerned about global competitiveness. He’s off to study physics at Lawrence University in the fall; he is insistent I note the news in the paper this week. I still have an active stake in public schools, after all — good call, James. Here’s his concern, below.
Each child has two million minutes of life over the four years of high school. Whether the U.S. can remain competitive in the global economy depends more than ever on how each child allocates those two million minutes.
A new film raises concerns that U.S. children are losing out against students from India and China.
Science and mathematics education gets the major attention in the film. One wishes this film could compete with the anti-science film “Expelled!” which still lingers malodrously in a few theatres across the nation.
Landers wrote:
2 Million Minutes argues that “the battle for America’s economic future isn’t being fought by our government. It’s being fought by our kids.”
And in a series of international comparisons, the U.S. kids are not doing so well. The one area where they score better than the rest is self-confidence.
Once they leave the eighth grade, students have a little more than 2 million minutes to get ready for work or college and the transition to being an adult. This documentary, made by high-tech entrepreneur Robert Compton, follows two high school seniors in Carmel, Ind., two in Bangalore, India, and two in Shanghai, China, to see how they use their time.
All six are bright, accomplished, college-bound individuals.
Our students spend a lot of time watching TV, working part-time jobs, playing sports and video games, but not so much on homework. The Chinese kids spend an extra month in school each year, more hours at school each day and more hours doing homework. By the time they graduate, Chinese students have spent more than twice as much time studying as their U.S. counterparts.
While one may hope kids will pay attention, one may be unhappy to recall the topic, and many of the same or similar numbers, were published nationally in the 1980s by the Office of Educational Research and Improvement (OERI) at the U.S. Department of Education. I remember it well, since I was publisher for some of the work.
The website for the movie offers more details, including a calendar of screenings. DVDs are available, but at very high prices — $25 for home use, $100 for school or non-profit use. I’d love to show it to students; I can get a couple of much-needed PBS videos for that same price. I hope producers will work to arrange distribution competitive with opposition movies like Stein’s. I’ll wager “Expelled!” will hit the DVD market at about $10.00, with thousands of DVDs available for free to churches and anti-science organizations.
Landers chalks up some of the stakes, and we should all pay attention:
Nearly 60 percent of the patents filed with the U.S. Patent and Trademark Office in the field of information technology now originate in Asia.
The United States ranks 17th among nations in high-school graduation rate and 14th in college graduation rate.
In China, virtually all high school students study calculus; in the United States, 13 percent study calculus.
For every American elementary and secondary school student studying Chinese, there are 10,000 students in China studying English.
The average American youth now spends 66 percent more time watching television than in school.
SOURCE: “Is America Falling off the Flat Earth?” by Norman R. Augustine, chairman, National Academy of Sciences “Rising Above the Gathering Storm” committee
2007 was the 40th anniversary of the Supreme Court Decision in which she played a key role, Loving vs. Virginia. In that decision, the U.S. Supreme Court ruled that state laws against interracial marriage are unconstitutional.
The romance and marriage of Mildred and Richard Loving demonstrate the real human reasons behind advances in civil rights laws. They left Virginia to avoid facing prosecution for having gotten married; but when they wanted to be closer to family, they wrote to then-Attorney General Robert F. Kennedy. He referred them to the American Civil Liberties Union, who financed the case to get the law changed.
Peggy Fortune [daughter] said Loving, 68, died Friday at her home in rural Milford. She did not disclose the cause of death.
“I want (people) to remember her as being strong and brave yet humble — and believed in love,” Fortune told The Associated Press.
Loving and her white husband, Richard, changed history in 1967 when the U.S. Supreme Court upheld their right to marry. The ruling struck down laws banning racially mixed marriages in at least 17 states.
“There can be no doubt that restricting the freedom to marry solely because of racial classifications violates the central meaning of the equal protection clause,” the court ruled in a unanimous decision.
Her husband died in 1975. Shy and soft-spoken, Loving shunned publicity and in a rare interview with The Associated Press last June, insisted she never wanted to be a hero — just a bride.
“It wasn’t my doing,” Loving said. “It was God’s work.”
Mildred Jeter was 11 when she and 17-year-old Richard began courting, according to Phyl Newbeck, a Vermont author who detailed the case in the 2004 book, “Virginia Hasn’t Always Been for Lovers.”
Richard died in 1975.
History loses another hero.
Update: Just as one more showing of how things have changed, this is the headline of the story of Mrs. Loving’s death in the Fredericksburg, Virginia, Free Lance-Star, the local newspaper in Mrs. Loving’s home county, Caroline County: “CAROLINE HEROINE DIES”
I’ll wager the Virginia headlines were quite not so glowing in 1967.
Utah rejected education vouchers last November, so the release from the Census bureau at the first of April probably got overlooked as not exactly important — I saw no major story on it in any medium.
Whatever the reason for the lack of recognition, the figures are out from the Census Bureau, and Utah’s at the bottom end of spending per student lists, in the U.S. I wrote earlier that Utah gets a whale of a bargain, since teachers work miracles with the money they have. But miracles can only go so far. Utah’s educational performance has been sliding for 20 years. Investment will be required to stop the slide.
Utah’s per pupil spending is closer to a third that of New York’s.
Of course, spending levels do not guarantee results. New York and New Jersey lead the pack, but the District of Columbia comes in third place. Very few people I know would swap an education in Idaho, Utah or Arizona, the bottom three in per pupil spending, for an education in D.C.
Public Schools Spent $9,138 Per Student in 2006
School districts in the United States spent an average of $9,138 per student in fiscal year 2006, an increase of $437 from 2005, according to a U.S. Census Bureau report released today.
Public Education Finances: 2006 offers a comprehensive look at the revenues and expenditures of public school districts at the national and state levels. The report includes detailed tables that allow for the calculation of per pupil expenditures. Highlights from these tables include spending on instruction, support services, construction, salaries and benefits of the more than 15,000 school districts. Public school districts include elementary and secondary school systems.
The rest of the press release is pure policy talking points:
Public school systems received $521.1 billion in funding from federal, state and local sources in 2006, a 6.7 percent increase over 2005. Total expenditures reached $526.6 billion, a 6 percent increase. (See Table 1.)
State governments contributed the greatest share of funding to public school systems (47 percent), followed by local sources (44 percent) and the federal government (9 percent). (See Table 5.)
School district spending per pupil was highest in New York ($14,884), followed by New Jersey ($14,630) and the District of Columbia ($13,446). States where school districts spent the lowest amount per pupil were Utah ($5,437), Idaho ($6,440) and Arizona ($6,472). (See Tables 8 and 11.)
Of the total expenditures for elementary and secondary education, current spending made up $451 billion (85.7 percent) and capital outlay $59 billion (11.2 percent). (See Table 1.)
From current spending, school districts allotted $271.8 billion to elementary and secondary instruction. Of that amount, $184.4 billion (68 percent) went to salaries and $58.5 billion went to employee benefits (22 percent). Another $156 billion went to support services. (See Table 6.)
Of the $156 billion spent on support services, 28 percent went to operations and maintenance, and 5 percent went to general administration. Of the states that used 10 percent or more of their support services on general administration expenditures, North Dakota topped the list at 14 percent. General administration includes the activities of the boards of education and the offices of the superintendent. (See Table 7.)
Of the $59 billion in capital outlay, $45 billion (77 percent) was spent on construction, $5 billion (8 percent) was spent on land and existing structures, and $8.7 billion (15 percent) went to equipment. (See Table 9.)
State government contributions per student averaged $5,018 nationally. Hawaii had the largest revenue from state sources per pupil ($13,301). South Dakota had the least state revenue per student ($2,922). (See Table 11.)
The percentage of state government financing for public education was highest in Hawaii (89.9 percent) and lowest in Nebraska (31.4 percent). (See Table 5.)
The average contribution per pupil from local sources was $4,779, with the highest amount from the District of Columbia ($16,195), which comprises a single urban district (and therefore does not receive state financing). The state with the smallest contribution from local sources was Hawaii ($265). (See Table 11).
The percentage of local revenue for school districts was highest in Illinois (59.1 percent) and lowest in Hawaii (1.8 percent). (See Table 5.)
On average, the federal government contributed $974 per student enrolled in public school systems. Federal contributions ranged from $2,181 per student in Alaska to $627 in Nevada (See Table 11).
The percentage of public school system revenues from the federal government was highest in Mississippi (20.1 percent) and lowest in New Jersey (4.3 percent). (See Table 5.)
Spending on transportation represented 12.4 percent of support services. New York and West Virginia spent the largest percent from support services on transportation (21 percent). Hawaii (5.4 percent) and California (7.2 percent) spent the least. (See Table 7.)
Total school district debt increased by 8.5 percent from the prior year to $322.7 billion in fiscal year 2006. (See Table 10.)
President Bush’s $1 billion a year initiative to teach reading to low-income children has not helped improve their reading comprehension, according to a Department of Education report released on Thursday.
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program’s purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
World Malaria Day passed yesterday (see immediately previous post). News articles and blog articles educating people about malaria and how to fight it increased modestly.
Now it’s back to the grind. Malaria is killing hundreds of thousands. Some people are interested in using those deaths for political gain, to get economic gain, at the expense of the dead and others whose deaths could be prevented.
In order to fight malaria, the world has come around to the tactics of fighting the mosquitoes that transmit it from human to human that were advocated by naturalist and author Rachel Carson, in her book on pesticides and other hydrocarbon chemicals, Silent Spring.
Carson realized that poisoning the air, water and soil could not work to stop disease, ultimately. She sounded the alarm with her book in 1962. In the 1950s DDT became ineffective against bedbugs. By the middle 1960s, resistance and immunity to DDT by malaria-carrying mosquitoes was almost world wide. The attempt to “eradicate malaria” collapsed when mosquitoes became resistant, coupled with the failure of too many nations to get an anti-malaria program up and running — and the disease came roaring back when the malaria parasites themselves became resistant to the pharmaceuticals used to treat the disease in humans.
New strides against malaria have been made with the creation of new pharmaceutical regimens to kill the parasites in humans, and the adoption of the rigorous, Rachel Carson-advocated programs of integrated pest management to control insects that are a necessary part of the malaria parasites’ life cycle.
Unfortunately, about 6 out of every ten stories done on mosquitoes and malaria in the past year have scoriated Carson as wrong on the science (she was not), and as a “killer of children” despite the millions her work is saving. There is a big business in spreading false tales about DDT, about malaria, and about Rachel Carson.
Who would do such a thing? I call your attention to Uganda, where modest use of DDT in Indoor Residual Spraying (IRS) was started earlier this month despite lots of loud protests — from businesses. Tobacco and other big business agriculture interests opposed spraying DDT in homes. Why?
It’s silly. But tobacco interests are mad at the World Health Organization for campaigning against cigarette smoking. To frustrate WHO’s pro-health, anti-tobacco campaign, tobacco companies started attacking WHO for being “soft on malaria” about a decade ago. The idea was that, if the case could be made that WHO was lacking in credibility, no one would listen to WHO about tobacco.
In the fight against malaria, the bad guy, the villain, is malaria; malaria’s unwitting henchmen are mosquitoes. Good science and good information, coupled with consistent governmental action to improve health care, are the good guys. Rachel Carson is one of the good guys.
When you see a piece that says Rachel Carson is part of the problem, you’ve found a piece written by a tempter, or a dupe, or maybe just someone who isn’t thinkingabout the issues. Don’t give money to that person’s organization to promote junk science and political calumny. Don’t waiver in your resolve against malaria — find another, good charity, to give your money, time and effort to. The Global Fund is a good group for contributing. Africa Fighting Malaria spends a lot of time asking bloggers and reporters to write dubious stories against Rachel Carson and environmentalists, and not enough time or effort against malaria. I do not recommend Africa Fighting Malaria as a recipient of your money.
Information, science, action: Fighting malaria requires we keep our wits and reason about us, and act.
April 25, 2008, is World Malaria Day. I’ve purchased some bednets thorugh Nothing But Nets to help fight malaria. Educating others about the disease is one of the chief goals, too.
April 25th is World Malaria Day and also Malaria Awareness Day in the United States. In observance of this day and in recognition of the tremendous opportunities to reduce the burden that malaria imposes on the health of people worldwide, we, the Malaria Community, stand in support of the following statement.
We Have Made Progress
Dynamic new public and private partnerships and renewed commitments to strengthen
longstanding efforts to combat malaria are showing positive results. Global partners include
bilateral, multilateral and U.N. programs, faith-based groups, business coalitions and private
foundations. The single largest U.S.-funded malaria program, the President’s Malaria Initiative
(PMI), has accomplished the following:
Indoor residual spraying benefiting more than 17 million people;
Procurement and distribution of 5 million insecticide-treated mosquito nets;
Procurement of 12.6 million artemisinin-based combination therapy (ACT) treatments and training of more than 28,000 health workers in use of ACTs; and
Procurement of malaria treatment for more than 4 million pregnant women.
Expanding Access to Current Interventions
It is imperative that stakeholders in the fight against malaria maximize global access to existing proven interventions including insecticide-treated nets, indoor residual spraying with insecticides, and effective medications. Through generous donor contributions, access to essential interventions is improving—yielding dramatic successes in places like Ethiopia and Rwanda where malaria infections and deaths have decreased by more than 50 percent. But the availability of interventions is only half the battle. We must find means to expand delivery of proven interventions, strengthen the capacity of partner countries to administer basic interventions at the community level, share best practices across countries, and motivate individuals to protect themselves and their families.
Investing in New Tools
Simultaneously, we must increase investment in developing new, improved technologies for controlling malaria, including effective drugs, insecticides, and vaccines. Resistance to the most commonly prescribed drugs in most countries has been rapidly increasing. Artemisinin-based combination therapies (ACTs) must be readily available and affordable, and new therapies must be developed to prevent resistance to ACTs and eventually replace them. The U.S. government’s commitment to expedite the development of highly effective malaria vaccines is needed now, understanding that the process will take significant time and investment. The potential of developing a vaccine of even limited efficacy could have a significant impact on deaths and illness, especially among infants and young children.
Global Problem, Local Solutions
Achieving results will also depend on the effective engagement of national, regional and local governments in the effective deployment of malaria control tools. To guarantee the best use of resources, steps must be taken to ensure that anti-malaria tools, research and investment reach the communities that need them the most, while ensuring that no community is left unsupported. Community-based efforts to deliver malaria prevention and treatment programs must inform the development of the comprehensive global strategy needed so that efforts can be sustained over time. All stakeholders need to be engaged in thoughtful, coordinated planning that brings to bear the best evidence from all levels of efforts to control or eliminate malaria while addressing changes in the epidemiology of the disease.
Note carefully and well that the major organizations fighting malaria neither slam Rachel Carson, whose methods they use to fight malaria today, nor call for a return to wholesale poisoning of Africa and Asia with DDT, but instead urge wise use of resources including an expansion of health care to aid the human victims of malaria. Malaria is the problem, not science.
World Malaria Day is a logical extension of Earth Day; the two are not in opposition.
There’s a guy who doesn’t like my comments on his blog, so he’s banned me. Every once in a while I find a headline or link to something, and it takes me over there — and I remember why he doesn’t like my comments.
Rationality and accuracy are barriers to be overcome for some bloggers, and this guy often falls into that category. Today he’s bummed that gay students and their friends and relatives protest bullying of gays with a Day of Silence. Neil Simpson wrote:
The Day of Silence (where schools encourage kids to be completely silent for a day to protest alleged discrimination against gays) is back, and students’ rights are being violated left and right. It is bad enough that they disrupt the learning process for a whole day, but now some schools aren’t permitting students to miss school that day or instituting other requirements.
Okay, that’s enough. I gotta stop the quoting and make corrections. “Where schools encourage kids to be completely silent for a day?” There is no such place. This is a fabrication of someone. Who?
The link in the quoted paragraph goes to Kevin Bussey’s blog; from there we get a link to a story in WorldNet Daily, perhaps the single greatest source of information pollution on the internet.
But read the story — even WND doesn’t claim that schools are supporting the event. WND only decries the fact that schools won’t bully kids into not supporting the anti-bullying campaign (irony drips from every serif of this story . . .).
Gay clubs and the “Day of Silence” have no purpose in schools. The GLBTX propoganda machine just uses the Trojan Horse of being anti-bullying to get them in. It is all part of the drive not just for tolerance, not just for affirmation, but to silence all critics.
But why have sex clubs and school-sponsored protest days just for that? All you need is a simple and thoroughly enforced anti-bullying policy:
If you physically or verbally harass other students on or off school grounds you will have swift and serious consequences. It doesn’t matter if you are bullying because they are gay / straight / fat / thin / smart / dumb / pretty / ugly / etc., or if it is just because you are a mean jerk. Zero tolerance. Training over. Now go to class and learn something.
Bullying is wrong. I would always protect gays if they were being bullied, but that isn’t what this issue is really about. If it was, then the kids who are picked on for all those other reasons should get a special day as well, and schools wouldn’t persecute students who wanted to opt out of this special day.
A reader named Matt provided some incisive comments in another thread, “Cold showers for intelligent design: ID not even fringe research,” and I bring them to the top here to highlight a major failing of the intelligent design advocates, their complete absence from participation in origins of life research.
Matt took issue with a characterization that the intelligent design movement is not science. He wondered if they would get a fair hearing were they to submit their research to science journals. I pointed to the court records that show they would get a fair hearing, but that they do no research and so submit nothing for publication — which indicates the lack of science we were discussing. Matt suggested that Francis Crick and Frederick Hoyle were sympathetic to the ID cause, and I pointed out they both specifically refuted creationism and ID.
Experimentalchimp raises some serious questions about how fringe science sometimes stumbles into the stuffier meetings of real science – or, at least, into the gossip columns of real science, with his post, “How Empty Science Becomes Wisdom.“
The post discusses a silly proposal made by a fellow in Virginia that perhaps, just maybe, cold showers might fight depression.
Let me introduce you to Nikolai Shevchuk. He’s worked at the Department of Radiation Oncology at Virginia Commonwealth University School of Medicine. One day Nikolai gets an idea. What if cold showers could treat depression? After all, cold showers get the adrenaline pumping, doesn’t it? So Nikolai gets a few friends together and asks them to try taking a cold shower and seeing if it improves their moods. Nikolai probably likes to take cold showers himself and he feels just fine!
So Nikolai writes down his ideas. There’s not what you’d call a huge amount of evidence for them. Nikolai tries his hardest to think up a mechanism by which cold showers can make you feel good. The adrenaline thing was good, but what if he can invoke some kind of evolutionary mechanism. Hey! Yeah! That’s it! Back when man was a hunter-gatherer chasing after prey, he’d have to swim after it in cold water. So modern man, lacking these environmental stressors must be getting depressed as a result!
It’s not rocket science, but it’ll do.
Nikolai doesn’t want to keep this breakthrough to himself, so he sends it all off to a medical journal. Medical Hypotheses, to be specific. Medical Hypotheses. It sounds so truthy, doesn’t it?
But it also made me wonder: If this almost-admitted joker in Virginia can get this dubious quality conjecture published in a journal, why is it intelligent design advocates cannot geteven a hypothesis published somewhere in more than 20 years of existence.
I didn’t say “20 years of trying,” because I suspect that the ID people are not trying to do even fringe science. (There’s that other joke, too: “Oh, yeah, they’re trying. Verrrrrry trying!“)
I have often said that intelligent design is to biology what cold fusion is to physics and chemistry, only stripped of the extensive experimental backup published in the journals. This points up one of the key problems of intelligent design: There is no intelligence in it. Intelligent design is the vapor ware of biology, too. No hypotheses, no experiments, no observations from the wild, no laboratories, no grants, no attendees at science conferences, only one or two poster sessions (and not by the grad student tyros, but by the greatest minds in ID) — nothing.
ID can’t crack the fringe science journals, because ID lacks the wisp of ideas required to be called fringe science.
Maybe science fiction next? Calling Orson Scott Card!
This contrast between intelligent design and intelligent conversation is so stark that the new ID mockumentary “Expelled!” has had to work hard to make sure scientists of faith do not appear in any way in the movie. Why? Well, Christopher Heard at Higgaion carefully explains, if the movie showed people like Ken Miller, a faithful Christian who happens to be the lead author on the most-used high school and junior college biology textbooks, it would give the lie to the film’s entire premise, that faithful Christians are not allowed into the halls of science.
But to return to the main point: the real reason that folk like Miller and Collins find no place in Expelled is because they do “confuse”—that is, complicate—the simplistic and false dichotomy that the filmmakers wish to construct. When your whole schtick is to pit religious “design proponents” open to the supernatural against atheistic, philosophically materialist “Darwinists,” all those pesky scientists who simultaneously affirm evolutionary biology and a robust Christian faith become very, very inconvenient.
(Heard also features a transcript of part of an interview Scientific American editor John Rennie had with the film’s associate producer of “Expelled!”, Mark Mathis. It really made me laugh for some reason — is it that I’m too deep into grading? Check it out, let me know.)
How did Miller get into the hallowed halls, anyway? He did real science, published it, got his Ph.D., and continues research, academic advising, and teaching.
Why can’t ID do that?
When the cold showers hypothesis gets more respect than intelligent design, it’s time to pull the drain plug on intelligent design.
Maybe Mathis should install cold showers in the lobbies of the theatres that show his movie. People who buy a ticket to the movie may need them, especially after they realize they’ve seen so much of the stuff before, in better venues (and with attribution).
Maybe Mathis, Ben Stein and the entire “Expelled!” team should try the cold showers out first, to see if maybe a cold shower might shock them back to reality.
Tip of the old scrub brush to Expelled! Exposed, for the tip to Heard’s piece.
In a discussion about teaching evolution in biology classes a few years ago, I had carefully explained how and why the First Amendment does not require creationism to be taught in biology classes, and in fact is the reason that creationism isn’t taught, in the Establishment Clause. My explanation irritated the tarnation out of a creationist woman who exclaimed, “Well, it’s not like the First Amendment is engraved in stone!”
We haven’t persuaded the candidates to discuss science policy, though it directly affects health care policy, the war in Iraq, climate change, and housing. That scrappy little newspaper in York, Pennsylvania got Barack Obama to go on the record against teaching intelligent design, though.
Q: York County was recently in the news for a lawsuit involving the teaching of intelligent design. What’s your attitude regarding the teaching of evolution in public schools?
A: “I’m a Christian, and I believe in parents being able to provide children with religious instruction without interference from the state.
But I also believe our schools are there to teach worldly knowledge and science. I believe in evolution, and I believe there’s a difference between science and faith. That doesn’t make faith any less important than science.
It just means they’re two different things. And I think it’s a mistake to try to cloud the teaching of science with theories that frankly don’t hold up to scientific inquiry.”
Has either Clinton or McCain gone on the record on the issue yet?
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Posted by Ed Darrell
