Recently I made a blog post about the Next Generation Science Standards (NGSS) which will likely be adopted by most states in the United States over the next few years, and how these standards placed heavy emphasis on both evolution and climate change. To drive this point home further, the National Center for Science Education’s Mark McCaffrey was recently on NPR discussing just how widespread and sweeping will be these changes…
National Public Radio highlighted climate change education in a segment of its Morning Edition show broadcast on March 27, 2013, featuring NCSE’s Mark McCaffrey. “By the time today’s K-12 students grow up, the challenges posed by climate change are expected to be severe and sweeping,” the segment began. “Now, for the first time, new nationwide science standards due out this month [i.e., the Next Generation Science Standards, now expected in April 2013] will recommend that U.S. public school students learn about this climatic shift taking place.”
McCaffrey told NPR, “the state of climate change education in the U.S. is abysmal,” citing survey data indicating that only one in five students “feel like they’ve got a good handle on climate change from what they’ve learned in school” and that two in three students feel that they’re not learning much about it at all in their schools. NCSE’s recent report “Toward a Climate & Energy Literate Society” (PDF) was cited as offering recommendations for improving climate and energy literacy in the United States over the course of the next decade.
The politicization of climate change education is a barrier, however. Besides the spate of legislation, such as the bills considered in Arizona, Colorado, and Kansas in 2013, NPR observed, “educators say the politicization of climate change has led many teachers to avoid the topic altogether. Or, they say some do teach it as a controversy … The end result for students? Confusion.” And the NGSS may provoke a backlash from climate change deniers: a representative of the Heartland Institute indicated that his organization was prepared to be critical of their treatment of climate science.
Heidi Schweingruber of the National Research Council, which developed the framework on which the NGSS are based, said, “There was never a debate about whether climate change would be in there,” adding, “It is a fundamental part of science, and so that’s what our work is based on, the scientific consensus.” She emphasized that climate change presents pedagogical challenges: teachers need to avoid (in NPR’s words) “freaking kids out”. McCaffrey concurred, adding that teachers will need not only training on the science but also preparation to deal with the pressure that comes with teaching it.
Some time ago I posted about the Next Generation Science Standards (in the United States) and how important it is for teachers and those who support science and education to speak up about the NGSS. Since then I have been fortunate enough to get more involved with this process, learn more about NGSS, and think ahead about its implementation.
First of all, let me note that I got all this information first-hand from Dr. Carol Baker, who is a member of the writing team for the NGSS and who also gave me and my colleagues an excellent presentation on the topic. Some facts I think are important for everyone to know about the NGSS:
*It is not a federal mandate. The NGSS is funded by private organizations – most especially by the Carnegie Foundation for the Advancement of Teaching - and it is a collaborative effort between these private sources and a number of states in the U.S. States may choose to accept the NGSS or not, but it should be noted that if they do accept them it will cost the states nothing. Essentially, they get the standards for free!
*Right from the outset, the people organizing and drafting the NGSS wanted to get “buy in” from the states, so they invited every state in the country to send representatives to serve on the writing team for the standards. 26 states (called Lead States) sent representatives and have been directly involved in drafting thse standards as a result. Here is some more information about these states (highlighted in blue below)
So you can see that these states have a broad demographic representation, are bipartisan in breadth, and they also account for over 58% of public school students, and most require three years of science for high school graduation.
*As the NGSS were drafted, the writing team sought feedback from educators in the Lead States, and after the second round of such revisions almost 95% of the original draft has been reworked based upon this feedback. So this is definitely a bottom-up process!
Now, I’d like to mention something very interesting about that last point: it ends up that one of the states which gave the most feedback was Kentucky (which was actually 3rd – beat out only by California and New York). And it appears the vast majority of the feedback from Kentucky educators was in support of emphasizing evolution within the NGSS.
In fact, Dr. Baker (and I agree) seems to think that this is, in effect, a reaction to the Creation Museum residing in Kentucky and the subsequent trouble it makes for science teachers in that state. It also appears that many teachers from many other states are likewise fed up with the political tactics employed by creationists and global warming deniers in their attempts to dumb down the teaching of evolution, climate science, etc.
Bottom line: Teachers are getting tired of this nonsense, and the NGSS is giving them a way to fight back in a very broad manner. The NGSS emphasizes, unflinchingly and unapologetically, evolutionary and climate change science; the states that choose to adopt the NGSS will have the most up-to-date science standards that show creationism and global warming denial to be the pseudosciences that they are. And they will be held to those standards. Good, it’s about damn time!
I would like to close by sharing Dr. Baker’s response when questioned on this topic about the fight this could create. She said, ”Bring it on!”
In a bit of unexpected good news, I ran across this recent article from The Atlantic magazine which outlines a new trend within the circles of evangelical Christian homeschooling. If you know anything about the United States homeschooling movement, you know that it tends to be dominated by evangelical or fundamentalist Christians who eschew evolutionary science in favor of teaching some varient of psuedoscientific creationism. However, it seems that this unfortunate trend could be under challenge from a new generation of evangelical homeschoolers who are, quite frankly, tired of all the science-bashing from their fundamentalist brethren. Read on
For homeschooling parents who want to teach their children that the earth is only a few thousand years old, the theory of evolution is a lie, and dinosaurs coexisted with humans, there is no shortage of materials. Kids can start with the Answers in Genesis curriculum, which features books such as Dinosaurs of Eden, written by Creation Museum founder Ken Ham. As the publisher’s description states, “This exciting book for the entire family uses the Bible as a ‘time machine’ to journey through the events of the past and future.”
It’s no secret that the majority of homeschooled children in America belong to evangelical Christian families. What’s less known is that a growing number of their parents are dismayed by these textbooks.
Take Erinn Cameron Warton, an evangelical Christian who homeschools her children. Warton, a scientist, says she was horrified when she opened a homeschool science textbook and found a picture of Adam and Eve putting a saddle on a dinosaur. “I nearly choked,” says the mother of three. “When researching homeschooling curricula, I found that the majority of Christian homeschool textbooks are written from this ridiculous perspective. Once I saw this, I vowed never to use them.” Instead, Warton has pulled together a curriculum inspired partly by homeschool pioneer Susan Wise Bauer and partly by the Waldorf holistic educational movement. … [emphasis added]
Further on the article goes on to outline the interesting history of the anti-evolution movement…
… Theologically conservative Christians were not always so polarized. “By the late 19th century,” says David R. Montgomery author of The Rocks Don’t Lie: A Geologist Investigates Noah’s Flood, “evangelical theologians generally accepted the compelling geological evidence for the reality of an old earth.” However, Darwin’s idea of natural selection scared away many fundamentalists, who saw “survival of the fittest” as an atheistic concept. Over time, those who insisted on a literal interpretation of the Bible’s account of creation came to reject both geology and evolutionary biology. …
Which was, to say the least, an unfortunate development that has led to a multi-generational effort to dumb down the teaching of evolutionary theory in particular and the teaching of science in general in the United States. But perhaps these new evangelicals can change the movement from within. I think they can have some success, but only with some help from those of us who are the traditional champions of evolution.
Despite my atheism, I think those of us within the skeptical/atheist community should embrace these “evolutionary evangelicals” and consider them allies. Rather than focus on what divides us (i.e. differences on belief or non-belief in God, etc), I think our efforts can be better served by allowing our common desire to see evolutionary science taught properly to unite us.
Now I know there are some “purists” within the skeptical/atheist community who would likely shudder to see me suggest allying ourselves with evangelical Christians, at least in part because our theological/philosophical differences are so vast. But I take the attitude that, even within the skeptical/atheist community there are deep divisions on a variety of topics, but I don’t find myself turning my back upon it; so if I can find some common ground with an evangelical Christian on a pro-science issue, why not pursue some bridge-building?
If you’ve been paying attention to the U.S. political news of late, then you know that a crucial fiscal deadline is approaching: the dreaded sequestration cuts across the board to all federal programs. As a supporter of strong science education and scientific research programs, this alarms me quite a bit. To make such deep and long-lasting cuts in our most basic science research and education programs would be like eating our seed corn, with the result that scientific and technological innovation and education would be starved of critical funding at a time when we need it the most.
On behalf of the American Association for the Advancement of Science (AAAS), we—as researchers, professionals, students and interested citizens in the science, technology, engineering and math fields—write to ask both branches of government to work together to achieve a bipartisan compromise that moves the country on to sound fiscal footing without sacrificing our nation’s crucial investments in science and technology. Almost every national priority—from health and defense, agriculture and conservation, to hazards and natural disasters—relies on science and engineering. As another fiscal cliff approaches, placing a significant burden on federal research and development investments, as sequestration would do, is nothing less than a threat to national competitiveness. Support for science is support for economic growth, innovation, and technological progress. Please consider this as you seek to address our nation’s pressing fiscal challenges.
Well, you have to give the religious fundamentalists in this country (the United States) one thing: they are indeed persistent. In fact, the situation in Texas public schools goes beyond the blatant teaching of creationism (which is a problem), because it extends to these fundamentalists pushing their narrow religious interpretations in public school “Bible classes”…
Fifty years ago, the U.S. Supreme Court struck down as unconstitutional the devotional use of the Bible by public schools, in its ruling on Abington Township v. Schempp.
But many school districts in the Lone Star State still haven’t gotten the message, according to a report released last month by the Texas Freedom Network (TFN) entitled “Reading, Writing and Religion.”
Conducted by religious studies professor Mark Chancey of Southern Methodist University, the study examines elective Bible courses offered in 57 Texas school districts and 3 charter schools and concludes that “evidence of sectarian bias, predominantly favoring perspectives of conservative Protestantism, is widespread.” (The full report is available at http://www.tfn.org/biblecourses.)
In other words, school officials in many parts of Texas convert public schools into Sunday schools in violation of the First Amendment’s ban on government establishment of religion. … [emphasis added]
So there you have it. When these fundamentalists lose in court they just ignore the law and continue with their illegal and unconstitutional proselytizingin public schools. This shows the necessity of vigilance on the part of those of us who value a secular society which fosters good science education and keeps church and state separate. So if your child attends a school with these kind of Bible courses, make sure to check up and see that they’re being taught in a constitutionally sound manner.
I am pleased to pass on the news that there is a resolution pending before the U.S. Congress to adopt a resolution in favor of Darwin Day! There is more information available on how to get in touch with your Representative and Senator from the Freedom From Religion Foundation below…
Continuing the tradition of former Rep. Pete Stark (D-CA), Rep. Rush Holt (D-NJ) has introduced a resolution designating Charles Darwin’s 204th birthday, Feb. 12, 2013, as Darwin Day. The resolution “recogniz[es] the importance of science in the betterment of humanity.”
Holt was recently quoted in The New York Times as saying, “I hope we can hold hearings, where people can hear about Darwin and science and the jobs it creates, the lives it saves, everything.”
Holt’s resolution touts “the validity of Darwin’s theory of evolution,” “the monumental amount of scientific evidence” that supports the theory, and notes that evolution’s “validity … is further strongly supported by the modern understanding of the science of genetics.”
The resolution chastises science-deniers: “the advancement of science must be protected from those unconcerned with the adverse impacts of global warming and climate change” and “the teaching of creationism in some public schools compromises the scientific and academic integrity of the United States education systems.”
Our country faces a crisis of ignorance. To the shame of the United States’ international standing, about half of Americans reject evolution. Globally the United States ranks just above Turkey in public acceptance of evolution. How can we compete in a global, technologically advanced community when a majority of U.S. citizens deny basic reality and embrace creationism?
The voices of science and secularism must be heard. Ask the U.S. House to hold Darwin Day hearings.
Take Action Today!
Contact your U.S. Representative to support the resolution and ask for hearings. To find out who your representative is, type in your zip code on this website http://www.house.gov/representatives/find/ to find your representative. Click on their name to contact them.
Call, email, fax, write, or Facebook them. Do whatever it takes to be heard!
Contact the chair of the House Committee on Science, Space and Technology, where the bill was referred, to ask for a hearing.
House Committee on Science, Space, and Technology Chairman Lamar Smith (R-TX) http://science.house.gov/contact-us/email-us 2321 Rayburn House Office Building Washington, DC 20515 Phone: 202-225-6371 Fax: 202-226-0113
Thank Darwin Day Sponsors
Take a moment to thank Rep. Holt. Rep. Holt, a nuclear physicist by training, self-identifies as a Quaker and deserves our gratitude for his efforts. Do feel free to identify yourself as a nonbeliever, atheist, etc., so he knows the secular bloc has clout (and good manners)!
Letters: 1214 Longworth HOB Washington DC 20515 Phone: (202) 225-5801 Fax: (202) 225-6025 Webform: https://forms.house.gov/holt/webforms/issue_subscribe.htm (Representative Holt will only accept email from residents of New Jersey.)
While you’re at it, thank Holt’s cosponsors (especially if they represent you). They are:
Rep. Michael Honda (CA-17) Rep. Edward Markey (MA-5) Rep. Eleanor Holmes Norton (DC) Rep. Jared Polis (CO-2) Rep. Louise Slaughter (NY-25) (If your representative’s name isn’t on this list, ask why not!)
Contact your Senator
Ask your Senator to introduce a Darwin Day resolution, while you’re at it!
Supporting Darwin Day would make an excellent and timely topic of a letter to the editor to your local or favorite publication. Don’t forget social media and online news comment sections to help spread the word.
Thank you for your activism. Freedom depends on freethinkers, and Darwin Day deserves your support!
I just received the following alert from our friends at the National Center for Science Education about the Next Generation Science Standards. Please take action and pass this along to all of your friends/colleagues who have an interest in strong public school science standards. Time is of the essence – the deadline is Monday, January 28th!
For the last year, the National Center for Science Education has been advising an effort to produce modern and consistent Next Generation Science Standards. Dozens of states have committed to consider using these new standards instead of continuing to write their own state by state.
The effort to produce standards which can be widely implemented is coming to a close, and we want to be sure that you have a chance to weigh in. The final public review is under way now, and will close next week. The framework for the standards rightly grants evolution and climate change central roles, and we’re optimistic that the new standards will revolutionize American science education. We still worry about the harm that could come if these standards give any loopholes that can be exploited by creationists, climate change deniers, or other ideologues.
We’ve provided resources to help you share your thoughts on the standards at our website. Once there, you can learn more about how to file your own comments on the standards, how you can help make sure NCSE’s comments are taken seriously as the final revisions are made to the standards, and how you can stay involved as the finalized standards are sent to the states for adoption.
Please act by January 28 to ensure your voice is heard.
Many thanks for your help and support.
Sincerely,
Eugenie C. Scott
P.S. NCSE relies on your support to be able to participate in efforts like NGSS, while fighting threats to science education in legislatures across the country, and guiding teachers and school districts away from science denial. You can help us stay active and effective by donating $10, $35, or $100 today.
I wanted to pass along to everyone a call-to-arms which hits really close to home for me… literally. As a science teacher, I am especially concerned with seeing that public institutions that promote good science education are protected. This usually means that I am defending our public schools from creationism or other nonsense, but there is another insitution which often goes overlooked: museums. Case in point: the Field Museum of Natural History, perhaps one of the best public educational/research institutions in the country, is in real trouble. Please take a few minutes to read this excellent Skepticblog post by Donald Prothero and consider taking action!
Save the Field Museum!
by Donald Prothero, Jan 02 2013
Buried in all the news of the end of the world, the “fiscal cliff”, and the holiday season was another item that probably escaped most people’s attention. The Field Museum of Natural History in Chicago, one of the world’s foremost natural history museums, is planning huge cutbacks in their scientific staff in the next few weeks. Details of who will be cut are sketchy, but the news raced through my professional community and made us all very upset. This is not only because many people who are our personal friends will be losing their jobs because of mismanagement at the top, but also because such a disastrous move would hurt science in many ways that the general public may not appreciate. …
… Most people think a museum is just a bunch of exhibits of fossils or art on display, but don’t realize what goes on behind the scenes. As Jerry Coyne also points out in his post, a top museum like the Field is also one of the most important research institutions in the country, with curators who are among the top scientists in their area of research. Just like university research professors, these curators must pursue research grants and find funding to do important scientific projects. Unlike most university research scientists (who don’t have a place to store too many specimens if they find them), museum curators tend to focus on research that recovers new specimens, and adds to the total resource base for scientific research. Without this material, our data base for research and understanding topics in the fossil record would dry up, because there is no else out there to perform such an important role. I’ve known nearly all the vertebrate paleontology curators at the Field Museum (both past and present) for many years, and most are among the sharpest minds in our field, doing essential science that few others could perform. …
If you’ve followed the creationism issue at all, you know that Louisiana is a hotbed of this fringe pseudoscience. However, in a more than welcome move, the city of New Orleans sent a clear message that they would not tolerate such nonsense being taught in their public schools. Here’s more on the good news from the National Center for Science Education
The Orleans Parish School Board “OK’d policies that prohibit the teaching of creationism or so-called ‘intelligent design’ in its half-dozen direct-run schools, or the purchasing of textbooks that promulgate those perspectives,” according to the New Orleans Times-Picayune (December 18, 2012). As specified in the documents for the board’s December 18, 2012, meeting, the new policies provide (PDF, pp. 100 and 101), in part, that no “science textbook [shall] be approved which presents creationism or intelligent design as science or scientific theories” and that “[no] teacher of any discipline of science shall teach creationism or intelligent design in classes designated as science classes.” [emphasis added]
Ouch. There you have it, in no uncertain terms: creationists and their pseudoscience need not apply for New Orleans public school science classes.
… the only speaker on the textbook policy at the meeting was Zack Kopplin: “‘Creationism certainly is not science,’ he said, warning that students not only will not meet higher education standards, but they ‘won’t find New Orleans jobs in the Bio District.’”
Kopplin, the young activist who organized the effort to repeal the so-called Louisiana Science Education Act (and who received NCSE’s Friend of Darwin award in 2011), told NCSE, “Between this and the New Orleans City Council’s rejection of the creationist Louisiana Science Education Act, the city of New Orleans has fully rejected creationism.” (The New Orleans City Council adopted a resolution in May 2011 endorsing the repeal effort.) Kopplin added, “It might also be enough to prompt the Society for Integrative and Comparative Biology to lift their boycott of New Orleans,” which began in 2009, owing to what SICB’s president described (PDF) as “the official position of the state in weakening science education and specifically attacking evolution in science curricula.”
My friend and skeptical colleague Phil over at Skeptic Money has passed along some welcome news: the Louisiana private school voucher program has been found to be unconstitutional! Whoo-hoo!!! [**Aside: If you recall, the state of Louisiana has been a hotbed of creationist activity over the years; more on that here and here. And yes, that fact is important. Read on...]
This is news partly because the program was being used to funnel public school money to private religious schools which specialized in indoctrinating children into fundamentalist forms of Christianity which taught, among other things, creationism as “science”. In addition, let us also not forget that this was the award-winning 21st century educational plan which would teach that the Loch Ness Monster was real as a way of supporting creationism. Phil has some more interesting information on these developments:
“A state judge on Friday shot down Louisiana’s sweeping school voucher program, ruling that the state could not use funds set aside for public education to pay private-school tuition…”
This is huge. They were going to spend $11 Million to teach creationism.
“Louisiana is preparing to spend over $11 million to send 1,365 students to 20 private schools that teach creationism instead of science as part of Governor Bobby Jindal’s new voucher program.”
This $11 Million is to come out of the public schools. According to a report from “American Legislative Exchange Council” Louisiana ranks 49 out of 51 (They also ranked the District of Columbia). I guess they want to race to the bottom.
“Louisiana Governor Bobby Jindal, who had championed the program, called the ruling “wrong-headed” and “a travesty for parents across Louisiana who want nothing more than for their children to have an equal opportunity at receiving a great education.” “
A great education? These children are not being educated. They are being thrown back to the bronze age. We might as well teach them that 2+2 equals “fish”.
“While State District Judge Tim Kelley ruled the voucher program unconstitutional, he did not issue an immediate injunction to stop it. The 5,000 students currently receiving vouchers will be able to continue attending their private schools pending an appeal, state officials said.”
What? The state creates a blatantly illegal program and a judge rules against it but yet it continues. It looks like they are still going to spend that $11 Million on creationism. I feel like we live in some kind of bizzaro world.
This is all promoted by a guy that wants to be the next President of the United States Bobby Jindal.
So… the program will continue for the immediate future (probably until the end of the current academic year), which will no doubt give Jindal and his political allies time to come up with another cockamamie scheme that will bilk the taxpayers and direct their money towards religious zealots who have no interest in teaching their kids (or anybody else’s kids) science.
I agree with Phil. The irony here is that Jindal and his religious right allies go on and on about “giving the kids a great education” but it’s apparent they wouldn’t know good science education if it bit them squarely in the ass. Remember folks, these are the same people who want to give public tax money to schools that teach the Loch Ness Monster is real. Just chew on that for a bit, folks…
In conclusion, I think it is appropriate to end this post with the following clip from Bill Maher’s movie Religulous. In it he is interviewing a U.S. Senator (Mark Pryor from Arkansas) who is trying to justify creationism. When challenged by Maher, the Senator responds with the following, quite telling, line: “You don’t have to pass an IQ test to be in the Senate…”
Yup, he really said that. Watch for yourself (the dialog leading up to the line starts at 4:00):
The effort to produce standards which can be widely implemented is coming to a close, and we want to be sure that you have a chance to weigh in. The final public review is under way now, and will close next week. The framework for the standards rightly grants evolution and climate change central roles, and we’re optimistic that the new standards will revolutionize American science education. We still worry about the harm that could come if these standards give any loopholes that can be exploited by creationists, climate change deniers, or other ideologues.
