Jeff's Lunchbreak

There's a recent article at the Daily Beast, Creationism's Latest Trojan Horse Edges Toward Virginia Schools by Karl Giberson. The tagline is as follows.

After years on the defensive, opponents of evolution and climate change are learning that subtle language may be the ticket to sabotaging science education in public schools.

The article is very good, and this entry would be worth doing if only to alert readers to that article and urge them to read it. It contains one of the best short summaries I've seen of the creationism movement in this country. Aside from the excellent the history, Giberson described the current issue in Virginia, where the state legislature is attempting a tactic that's become familiar to those of us who follow the evolution/creation confrontation:

America's whack-a-mole debate about evolution in the public schools has reappeared in Virginia, where state assembly has proposed legislation to modify curriculum to include study of the "scientific weaknesses of existing scientific theories." If the anti-evolutionists get their way, Virginia elementary and secondary schools will have to develop new curricula that explores the weaknesses of evolution, a strategy intended to make room for alternative theories of origins.

I've written about this strengths and limitations tactic before concerning Texas. While it sounds noble in theory, in practice it's used in an attempt to smuggle creationist nonsense into the classroom.

So, at this point, I could be done with this entry. But I've gone and caught another case of SIWOTI syndrome. Reading through the comments to the article (yes, I know I shouldn't do that), I came across one that I wanted to reply to. But for some reason, the comment won't go through. So, to get it off my chest, I'm going to post the comment here.

Here's the portion of the comment that motivated me to respond.

Mr. Giberson's historical (and biased) rendering of the Creationist/ID movement did nothing to support his assertion that adding a module or two on the weaknesses of evolution would somehow lead to teaching creationism is the classroom.

My intended response is as follows.

This conversation is full of examples of why the people who support science are worried about language like this. You yourself pulled out the old canard of, "And yes, it is only a theory." Someone else brought up the Second Law of Thermodynamics. Someone else used a God of the Gaps argument ("I also think teaching about a potential intelligent designer as possible future theories of things we don't have answers too, or even things we do, are as plausible.") Another person tried to connect evolutionary with the origin of the entire universe ("The bottom line is that the Theory of evolution says everything came to being because of an explosion.") Someone else would call into question all non-laboratory science ("Because it is incapable of being reproduced and tested in a laboratory setting because the time frames involved are beyond human ability to observe."), as if astronomy wasn't a science because you can't put stars in the lab. Someone else brought up a (rather silly) argument from consequences ("Based upon this logic the holocaust was acceptable because there were laws which supported it."), and another person brought in the related is/ought fallacy ("Why do you keep shoving the theory that our children are from apes and then you wonder why they act like one.") These are the reasons why the science proponents are worried, that bogus 'weaknesses' like these will be taught to students, not legitimate scientific debates.

And while the Virginia bill doesn't specifically call out any particular area of science, when similar language has been proposed in other states, it has. For example, Tennessee's Senate Bill 893 included the phrase, "including evolution, global warming, the chemical origin of life, and human cloning," and Oklahoma's HB 1551 included the wording, "analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of evolution, the chemical origins of life, global warming, and human cloning." These bills aren't about open inquiry, urging students to question everything. They're calling out a few specific fields of science that some groups don't like. Nobody would be so naive as to think Virginia is operating in a vacuum, and that the politicians introducing this bill haven't been influenced by the politicians introducing similar bills in other states.

For a bit of extra info, here are a few links. The first is more information on the legislation for states outside Virginia. The second is an index of handy explanations of the flaws in many standard creationist claims. The third is an entry I did a few years ago concerning the Second Law of Thermodynamics.

• NCSE - Anti-Evolution and Anti-Climate Science Legislation Scorecard: 2012
• TalkOrigins - Index to Creationist Claims
• This Blog - Creation Museum/Creationist Rule of Thumb with the 2nd Law of Thermodynamics

Hopefully, voices of reason will prevail in Virginia, and this backhanded attempt at indoctrinating children into creationism will fail.

Updated 2014-01-30: Updated a typo - it's the Daily Beast, not the Daily Best.