The Skeptical Teacher

Musings of a science teacher & skeptic in an age of woo.

Posts Tagged ‘FSM’

Thoughts on Calling the Creationist Bluff

Posted by mattusmaximus on July 2, 2012

I’m happy to say that I received a bit of a shout out from my scientific and skeptical colleague Greg Laden over at Science Blogs for my recent JREF Swift post “Is It Time To Call Creationists’ Bluff And Push For “Teaching All Views”?” I think Greg makes some excellent points and observations about my post in his analysis, so I wanted to return the favor and make note of some of his points.

[**Aside: If you’re in the Minneapolis area this July 5-8th, drop by Convergence 2012 and see both Greg and me.  We’re both participating in the Con, and I look forward to discussing these topics with him (plus anyone else interested) more there.]

For Greg’s full breakdown, check out his entire post…

Should the Flying Spaghetti Monster Rear his Awesome Noo-Noo?

My comment: What’s next? Teaching “The Flintstones” as scientifically-verified, historical fact?  *facepalm*

Matt Lowry, whom I hope to be seeing in a couple of weeks, has written an article on his blog and republished on the JREF web site, called Is It Time To Call Creationists’ Bluff And Push For “Teaching All Views”?

The idea is this. There has been a recent change in strategy among creationists (which, I’m sorry, but I may have started a few years back for which I apologize). Instead of pushing creationism per se, they push “academic freedom” which doubles as a way to repress the teaching about climate change, evolution, and other inconvenient science, and a way to introduce whatever other “alternative view” a creationist or anti-science teacher might pull out of his or her nether regions. An by “nether regions” I mean material provided by the Heartland Institute, stuff they picked up at the Creation Museum, or took off the Answers in Genesis web site.

Matt is re-suggesting and giving new air to an idea that we all mutter under our collective breath about now and then; If they want to teach their particular religion in the classroom, then fine, but then we also must teach the origin stories of every one of the thousands of distinct tribal groups documented by anthropologists, all the other non-Abrahamic state level religion such as Hinduism, the much-hated1 Islam, and, of course, we must provide the origin and evolution related parts of the Church of the Flying Spaghetti Monster. …

Exactly.  The basic premise is this: if you want to allow one non-scientific “alternative” (such as young-earth creationism, the standard form of creationism pushed by fundamentalist Christians in the United States), then you’d better be damn well ready to allow every other alternative that comes knocking at the public school door.  That means, as Greg points out, Islamic views of creationism (that’ll get the Christian fundies’ knickers in a twist), Raelianism (basically the atheistic idea that aliens, not God, created humankind – kind of like in the science fiction movie “Prometheus”), and perhaps even Scientology (which is so nutty I’ll just refer you here for more on that weirdness) should be expected to receive “equal time” in the public school science class.

Greg goes on…

… Matt is obviously being both serious and not serious at the same time. Sometimes this seems like a strategy one should try, a sort of massive passive aggressive attack. “Well, then, fine. Let’s just do that. Let’s see what the Bhagavad Gita says about cellular biology,” is how we would say it here in Minnesota, where Passive Aggressive originated and is still a refined art….

Exactly, again.  Of course, I’m not being serious – at least, I’m not being serious in the sense that I actually want our public science education system to collapse into a deepening, spiraling abyss of stupidity.  Which is what would happen if we allowed every goofball with a hare-brained “theory” to promote their nonsense as science.

Finally, some closing points from Greg on precisely why we shouldn’t be allowing YECs (or Islamic creationists, or Raelians, or Scientologists) to push their religious/pseudoscientific agenda in our schools:

… First (but not most important), the curriculum is full. Only time neutral suggestion are reasonable. At times it seems like everyone has a thing they want taught in school. … [emphasis mine]

Yup.  Just picture this… we allow the pseudoscientists to push whatever nonsense they wish, under the auspices of “equal time” and “teaching all views”.  If we were to seriously do that, how much time do you think would be left over to teach actual science to kids in our schools?  I’m thinking… around two weeks… which should really boost those ACT scores!

Greg continues:

… Another reason is the simple fact that if we let one of the hoard past the moat the rest will feel like they’ve been invited. The wall between church and state would actually have to be breached, or at least, a gate lowered, to let this happen. That can’t be allowed. This has happened already; at present, there are religiously based charter schools in the US being funded by tax dollars that give religious instruction and don’t teach evolution because the religion of the school does not accept it. …

I spoke to this above, but it bears mentioning again because Greg nails it here.  The danger to our public school system goes beyond watering down the science curriculum in school; it also goes to the broader question of funding.  If we allow these creationists to get away with pushing their nonsense as science in schools, then we will reinforce their arguments that funding should be deviated from the public schools to the kinds of blatantly religious schools Greg mentions.  And the less money for the public schools, the less they can afford to teach science (because it’s expensive!), and so on… I think you get the idea.

Greg’s last point, which is also (in my opinion) the most important one:

… Another reason which is the secret reason Matt would never really accept teaching the Origin Story of the Iroquois, as interesting and culturally relevant as it may be, as a scientific theory in a life science class, is because it is not science. A closely related but distinctly different reason is that it is not true.

One of the most important points Matt makes, and that I imply above, is that we are no longer talking about creationism vs. evolution. Increasingly we are talking about science in general. …

That’s it, in a nutshell.  We teach science in science classes, period.  If you want to talk about religion and God, there’s a place for that, even in our secular public schools: it’s called comparative religion or philosophy/humanities class.  And if you want to worship a particular deity, there’s also a place for that: it’s called church.

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Is It Time To Call Creationists’ Bluff And Push For “Teaching All Views”?

Posted by mattusmaximus on June 6, 2012

[**Note: The following post is a guest post hosted over at the James Randi Educational Foundation’s blog.  Enjoy! 🙂 ]

Is It Time To Call Creationists’ Bluff And Push For “Teaching All Views”?

Many readers of this blog are no doubt, like me, a bit disappointed (though not entirely surprised) that a creationist-friendly law protecting so-called “academic freedom” of teachers is now on the books in Tennessee. The “Monkey Law”, as has been labeled in honor of the famous Scopes Monkey Trial from 1925 , would seek to encourage teachers in the state’s public schools to present the “scientific strengths and scientific weaknesses” of topics that arouse “debate and disputation” such as “biological evolution, the chemical origins of life, global warming, and human cloning.”

Indeed, as the National Center for Science Education notes:

“Maybe it has a no-religion clause,” the Tennessean characterized the law’s critics as arguing, “but it gives a wink to teachers looking to promote their beliefs in the classroom — a move that would launch costly lawsuits that history shows school districts tend to lose.” Hedy Weinberg, the executive director of the American Civil Liberties Union of Tennessee, told the newspaper that her group is in touch with concerned parents across the state, “waiting for one to report First Amendment violations teachers could make under the mistaken notion that they now have full protection.”

A very similar law promoting this somewhat Orwellian notion of academic freedom was enacted in Louisiana in 2008. Of course, anyone who has followed the creationist movement for any amount of time sees quite clearly what is going on here: after their high-profile defeat in the Dover v. Kitzmiller trial in 2005, where they tried to push for explicitly including creationism (under the re-labeling of “intelligent design”), creationists are now falling back on an old, but tried and true, tactic – attacking and attempting to weaken the teaching of evolution. [Aside: Note that when I mention “creationists” I am referring to the usual, fundamentalist Christian variety so common in the United States, the young-earth variety. This is quite important, for reasons you’ll see later.]

My guess is that the thinking from the creationists is probably along these lines: we have these children in our churches where we can teach them the “truth”, so all we need to do is discourage the schools from teaching evolution. By keeping these children ignorant of evolution (and science in general), the creationists win by default; hence the language in the “Monkey Law” emphasizing the teaching of the non-existent “scientific weaknesses” of evolution. This is basically code telling the creationists to make up whatever fiction they wish about evolution and teach these straw man notions in public school science classes. And by doing so, the creationists then automatically steer the students in the direction of non-scientific alternative explanations.

Speaking of non-scientific alternatives, let us note that the new Tennessee law also makes specific references to the science of global warming and human cloning, both increasingly hot-button issues for social and religious conservatives in the United States. But, interestingly, the language is more open-ended and doesn’t stop explicitly at those topics; in fact, the language states that “scientific strengths and scientific weaknesses” of topics that arouse “debate and disputation”. Note that the law doesn’t specify among whom these topics can arouse debate and disputation. And I think it is on this point that the Tennessee lawmakers may end up getting hoisted by their own petard. I’m not referring to the inevitable lawsuits which will come along once some teacher starts to teach creationism explicitly (lawsuits which the state will, in all likelihood, lose). Rather, I am referring to the potential lawsuits that other wacky and non-scientific ideas are not being taught in Tennessee public school science classes. …

Click here to continue reading the entire post

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Indiana Creationist Bill is DOA: Good Riddance

Posted by mattusmaximus on February 7, 2012

I recently blogged about the pending creationist legislation in the Indiana legislature and its radically stupid “teach all views” language.  Well, now there’s some good news: apparently, even though the bill (SB89) passed the IN Senate, it was too stupid for the IN House 🙂

Creationist School Bill Looks Doomed in Indiana

… On Tuesday the Indiana Senate approved a bill, S.B. 89, that would have allowed schools to teach “various theories on the origins of life.” It didn’t specify whether the instruction should occur in a science class or in another setting, but its sponsors made clear that they saw it as a way to challenge prevailing views on scientific evolution. The bill, which passed 28 to 22, drew widespread media coverage and triggered condemnations from scientific organizations in the state and across the country.

The original measure had mentioned “creation science” as one idea that could be taught. But before the vote it was amended to require that teachers also discuss “theories from multiple religions, including Christianity, Judaism, Islam, Hinduism, Buddhism, and Scientology.”

The next day, however, the speaker of the Indiana House of Representatives decided that the legislation, which had triggered national media coverage, had become too hot to handle. As reported by Dan Carden of the The Times of Northwest Indiana, House Speaker Brian Bosma, a Republican from Indianapolis, said at a press availability on Wednesday that “delving into an issue that the U.S. Supreme Court has, on at least one occasion, said is not compliant with the Constitution may be a side issue and someplace where we don’t need to go.” He was apparently referring to a 1987 ruling by the U.S. Supreme Court that a Louisiana state law requiring the teaching of creation science violated the establishment clause of the First Amendment by advancing religion. …

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Indiana’s New Creationism Bill Leads the Way into an Abyss of Stupidity

Posted by mattusmaximus on February 2, 2012

**Update (2/4/12): It seems the inclusion of the “teach all views” amendment to SB89 was actually an attempt to sabotage the creationist bill, for the very reasons I have outlined below.  Read more at this link.

***********************************

There’s been a lot of news lately about a new creationism bill coming out of Indiana.  Yesterday (Jan. 31), according to the National Center for Science Education, it seems the Indiana Senate has passed the bill, and the Indiana House is also expected to pass the bill (my guess is that Gov. Mitch Daniels will also sign it into law).  If this idiotic bill becomes law then there is going to be a whole mess of trouble coming to Indiana; for the reasons why I say this, take a look at some details from the NCSE…

Indiana creationism bill passes the Senate

On January 31, 2012, the Indiana Senate voted 28-22 in favor of Senate Bill 89. As originally submitted, SB 89 provided, “The governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science, within the school corporation.” On January 30, 2012, however, it was amended in the Senate to provide instead, “The governing body of a school corporation may offer instruction on various theories of the origin of life. The curriculum for the course must include theories from multiple religions, which may include, but is not limited to, Christianity, Judaism, Islam, Hinduism, Buddhism, and Scientology.” … [emphasis added]

Note the bolded text above.  That one line in the legislation is going to be the source of much mischief, and it is going to eventually cause really big headaches for the Indiana legislature. Unfortunately, in the meantime there are going to be a lot of kids in that state who are going to receive a more than substandard science education.  Allow me to elaborate:

1. The first thing to note within the bold text is that a requirement is to include religious explanations for the origins of life. Pardon me, but I thought we were supposed to be teaching science, not religion, in science classes.  If only there were a place to give religious views on these matters within the public schools… like in a comparative religion or philosophy class, perhaps?

So the way this bill is worded it actually requires the muddling of science and religion in the public school science classroom, which will only lead to much confusion on the part of students about what is and isn’t science.  The inevitable result will br a more scientifically illiterate populace in Indiana, one which isn’t prepared to compete in the 21st century.

But it gets worse…

2. Make note of the following text in bold above: “… include theories from multiple religions, which may include, but is not limited to, Christianity, Judaism, Islam, Hinduism, Buddhism, and Scientology.

Wow, talk about opening a BIG can of worms!  This phrasing, in my view, seeks to allow the creationists (most likely those of the young-earth fundamentalist Christian variety) to have their cake and eat it too.  They are going to use this phrasing as a kind of political cover for Christian YEC school board members, classroom teachers, and parent groups to put maximum pressure on local schools to favor their particular religious view of creationism to the exclusion on all others.  Here’s why I say this…

The purpose of that particular wording is to give the impression of being completely open-ended (the so-called “teach all views” argument), but note the key word: may.  That’s not a “shall” and that makes a huge difference.  By saying “may” instead of “shall”, the legislation gives free reign to the Christian YECs to include their views on creationism in public science classes (“It says we may do this…”) while coming up with a thinly veiled legal rationalization for excluding every other creationist view (“Sorry, we just don’t have the time to go into all of that now…” wink-wink).  By this dishonest sleight-of-hand, I suspect the Christian fundamentalists hope have the law pass constitutional muster since it doesn’t, on it’s face, appear to favor one religious group over another (and thus violate the separation of church and state).  Of course, how the law would actually be implemented is another story… wink-wink…

Read the rest of this entry »

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Evolution & Creationism on Futurama

Posted by mattusmaximus on August 17, 2010

In a post over at the Panda’s Thumb blog, it came to my attention that there was a recent episode of Futurama which took a humorous look at the evolution/creationism question; and it appears that an old friend, the FSM, makes an appearance as well.

My favorite line: “And I remind you that evolution is merely a theory, like gravity or the shape of the Earth!” 🙂

Check it out…

As will become apparent soon enough, this week is going to be a big one for me in terms of posting about evolution & creationism.  You’ll see what I mean soon enough – stay tuned!

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Bill O’Reilly vs. Richard Dawkins: O’Reilly Shows Why He’s a Wedge, The Simplest of Tools

Posted by mattusmaximus on October 14, 2009

Bill O’Reilly is a wedge, the simplest of the tools.  Here’s why…

A video from a FOX News interview of Bill O’Reilly & Dr. Richard Dawkins discussing evolutionary science, God, and religious belief is now making the rounds on the Internet, and I wanted to share both it and my thoughts on it here.  First off, here’s the video…

In addition, here’s the full transcript of the obviously edited video (just watch it closely and you can catch the numerous cuts which probably left out most of Dawkins’ best arguments), and a careful read will expose a number of flaws in O’Reilly’s muddled thinking.

Allow me to point out just a few of the biggest loser arguments made by O’Reilly in this exchange:

Read the rest of this entry »

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