science education

And he is serious. Even bout the predictive power. At the Guardian Michael Dixon, director of London’s Natural History Museum is upset about the downplaying the teaching of evolution which he perceives to be happening in the United State and Israel (not many details offered). Sarah Chaffee reminds us: If you remember, this is the museum founded by structuralist Richard Owen. The leadership there demonstrated its respect for Owen, a great scientist ahead of his time, by replacing a prominently placed 2,000-pound statue of him with one of Charles Darwin. Removing evolution from biology classes is a bad idea. But Dixon’s attitude is strangely dogmatic. He notes: “Darwin’s theory of evolution not only underpins all biological science, it has an Read More ›

Dust this off, spruce it up and put it in a museum of popular culture: Getting back to evolution, it is amazing that 150 years after the scientific theory was proposed and generally accepted by the scientific community, it is still controversial in many segments of the public. In the US we have made some modest gains, but belief in pure creationism remains high at 38%, with a further 38% believing that life evolved but with God’s help, and only 19% accepting pure evolution. This puts the US near the bottom, only above Turkey. So recent reports of the teaching of evolution being opposed in Turkey is not surprising. It is more so in Israel, as those of Jewish faith Read More ›

If the measure is blind belief, maybe so: Darwin, for instance, is part of the House of Progress, which is why so many people will accuse you of being a creationist if you offer any criticism of his theory of Natural Selection (amusingly, this happens even to atheists). He was “right,” you see, so any opposition to him or any doubts as to his theory must be mere unthinking reactions. Likewise, look at the treatment of scientists who question the extent, cause, or proper response to climate change: they are simply labeled “deniers” and dismissed, rather than engaged. You see? In the Middle Ages, educated men disputed each other by putting their opponent’s case in the strongest possible light before Read More ›

America’s Forgotten History of Scientific Racism is now available on DVD: From IMDB: Human Zoos tells the story of how thousands of indigenous peoples were put on public display in America in the early decades of the twentieth century. Often touted as “missing links” between man and apes, these native peoples were harassed, demeaned, and jeered at. Their public display was arranged with the enthusiastic support of the most elite members of the scientific community, and it was promoted uncritically by America’s leading newspapers. The documentary also tells the story of a courageous group of African-American ministers who tried to stop one such ‘Human Zoo’ in New York City. The documentary features Pulitzer Prize-winning writer Pamela Newkirk, author of Spectacle: Read More ›

The staff of a national newspaper is shocked and appalled: Biology classes in kindergarten and elementary school do not mention Charles Darwin’s theory that all life evolved from common ancestors, and in middle school it is only alluded to as part of general discussions, the TV report said. Four years ago, the high school curriculum was revised, the report said. Previously there had been one unit on evolution in the matriculation exams. In the new curriculum, the religiously sensitive theory of common descent has been omitted, and replaced with classes on species survival and genetic modifications and adaptations based on environmental factors. If Israel is reasonably up-to-date on science matters (check the Nobel Prize stats), many biology teachers may know Read More ›

Same ”Mathematx” prof, same bilge, more publicity, but no action: A U.S. professor who teaches future public school teachers will “argue for a movement against objects, truths, and knowledge” in a keynote to the Mathematics Education and Society conference this coming January, says her talk description. “The relationship between humans, mathematics, and the planet has been one steeped too long in domination and destruction,” the talk summary says. “What are appropriate responses to reverse such a relationship?” We can already guess University of Illinois at Urbana-Champaign professor Rochelle Gutierrez’s answer, from reviewing her published writings and comments. Her plans for “an insurgency by the people” to subvert public institutions and American self-rule through “ethnomathematics” will knock your eyebrows off your Read More ›

A story here yesterday noted the recent attempt at Exeter U to resurrect the idea that the varying prevalence of light and dark moths is a dramatic demonstration of evolution in action. Like its many predecessors, it demonstrates nothing except what we might expect: The more visible moth will be spotted and eaten sooner. But it’s the understory that matters: Schoolchildren are asked to believe that, by the same power of natural selection, cows become whales over time. Not only is the implicit claim not demonstrated by the data from nature; it isn’t even implied by the data from nature. The variable population distribution mechanism already existed in the moths’ genes, perhaps for millions of years, and did not change Read More ›

This time at the University of Exeter: Scientists have revisited – and confirmed – one of the most famous textbook examples of evolution in action. They showed that differences in the survival of pale and dark forms of the peppered moth (Biston betularia) are explained by how well camouflaged the moths are to birds in clean and polluted woodland. “Industrial melanism” – the prevalence of darker varieties of animals in polluted areas – and the peppered moth provided a crucial early example supporting Darwin’s theory of evolution by natural selection, and has been a battleground between evolutionary biologists and creationists for decades. The battle was over the claim that differing prevalence of the light and dark varieties is evidence of Read More ›

From Sarah Chaffee and Granville Sewell at The Spectator:  Whether the standard neo-Darwinian mechanism fully explains the origins of biological novelties is a question that scientists themselves increasingly contest. Yet for the media, evolution is the holy Kaaba of science. Resistance verging on hysteria greets attempts to allow teachers to introduce mainstream controversies found in peer-reviewed scientific literature. Just look at media coverage about Arizona’s state science standards, currently being revised, where minor changes were decried as a wholesale “attack” on evolution. Louisiana passed its academic freedom law, the Louisiana Science Education Act, in 2008 and critics have been denouncing it ever since, dishonestly, for sneaking in instruction about “intelligent design” or “creationism.” Tennessee passed a similar law in 2012, Read More ›

And Big Science is afraid to confront it. From Katherine Timpf at National Review: A course that will be taught at Hobart and William Smith Colleges next year will teach students that “objectivity” and “meritocracy” are examples of “white mythologies” and “social constructs.” … The idea that objectivity is somehow a myth, or that it has anything even remotely to do with “whiteness,” is so absolutely stupid that I feel like I don’t even have to spend time explaining why. Objectivity isn’t a myth. For example: … Truly, it is odd how often I see stories like this, because people on the left are always the ones claiming to stand for science. They often accuse the Right of refusing to Read More ›

A handy source on the broader view of naturalism (as a bit more elaborate than a dictionary and a tad more credible than Wikipedia) is Encyclopedia Britannica: >>Naturalism, in philosophy, a theory that relates scientific method to philosophy by affirming that all beings and events in the universe (whatever their inherent character may be) are natural. Consequently, all knowledge of the universe falls within the pale of scientific investigation. Although naturalism denies the existence of truly supernatural realities, it makes allowance for the supernatural, provided that knowledge of it can be had indirectly—that is, that natural objects be influenced by the so-called supernatural entities in a detectable way . . . . While naturalism has often been equated with materialism, Read More ›

A little while ago, UD’s News noted on the tenth anniversary of Louisiana’s science education law, and an exchange has developed on the significance of “methodological” and “philosophical” “naturalism” in science, education — and by implication society. A crucial issue is the July 2000 statement of the US National Science Teachers Association (NSTA) on science education and how it must be confined to naturalistic concepts and explanations. For cause, I have long marked up that statement as follows: >>PREAMBLE: All those involved with science teaching and learning should have a common, accurate view of the nature of science. Science is characterized by the systematic gathering of information through various forms of direct and indirect observations and the testing of this Read More ›

From “Tyson” at the Bee: There are a lot of things we can learn from science. Did you know that the earth is round? It is round, and it is not flat. A lot of religions think the world is flat, but they are wrong. It is round. I know this because I am a scientist. More. We are informed that the Bee will soon feature an op-ed by Stephen Hawking as well … See also: March for Science: Neil DeGrasse Tyson thinks science denial dismantles democracy and Tyson bombshell: Universe likely just computer sim Twenty-first century, meet your science.

From David Klinghoffer at ENST: This week we’re celebrating the tenth anniversary of the passage of the Louisiana Science Education Act. It was a turning point in the effort to secure academic freedom for science teachers. That effort was never going to be an overnight success, but the LSEA marked an important beginning. Yes. Who could forget Pants-in-knot and the hysteria he generated about the dark ages emerging from the swampy Bayou? In fact, West notes, the LSEA shattered clichés like that in several ways. For one, it enjoyed broad bipartisan support — it was not a matter of Republicans versus Democrats. That’s got to be one reason it has resisted attempts at repeal led by activist Zack Kopplin, who Read More ›

From David Nguyen at Think Tank Learning: See also: What is Randomness? Part 1, with David Nguyen: Contextual bias