Category Archives: Science

Evidence Supports Evolution

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The local debate over evolution and creationism continues some more. This letter by J. Carlson was published today under the heading, “Evolution: A valid scientific theory.

A recent letter titled “Teach students the truth” is a great example of intellectual dishonesty. People are trying to have creationism taught in schools. Only when their efforts are unsuccessful do they start to backpedal and try to undermine the credibility of evolution once again. They first need to learn the term “theory” as used in science classrooms. That word holds more scientific credibility than the word “fact.” Scientific theories are ideas that have been put through rigorous testing before that title is applied. If scientific theories were just random ideas, there would be millions of them instead of a select few. The letter writer leaves out pivotal parts of the theory of evolution, which are natural selection and genetics. Those two components of the theory have been and are being tested, recreated and observed constantly. If evolution is such an absurd theory, why is it every time a new fossil or new species is found, it seems to fit? Microbiology proves evolution almost singlehandedly. What about the flu? Every year the virus mutates into a form that the body doesn’t recognize. That’s why the flu shot is an annual deal. It is not because that’s the shelf life of the vaccine, but because we need to be re-immunized against the same, but mutated, virus. There is a reason evolution is taught in schools. It is a valid and highly regarded scientific theory that is responsible for some of the greatest scientific breakthroughs in history. Without it, we would still be dying from the flu instead of getting vaccinated from it. Let’s be intellectually honest. Keep evolution where it belongs: in the biology class. Keep creationism where it belongs: in the theology class.

This letter in support of teaching only evolution in public schools is fairly standard like the previous two. I’m publishing it for the sake of completeness and I have no additional comments.

Evolution is No Myth

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The local debate over evolution and creationism yet continues. This letter by Marcia Greer was published today under the heading, “Science: No place for creationism.”

I was dumbfounded by the poor reasoning and arguments in a recent letter titled “Teach students the truth.” The letter writer asked for intellectual honesty, and for our students to excel in science, yet wants stories of creation taught. That’s exactly what they are: stories. Yes, evolution is a theory. A theory is a framework that guides scientific research. It is not a guess; it is not based on written stories by men who had their own agendas thousands of years ago. The fossil record does show evolution. For example, evolution of vertebrate legs is well documented in the fossil record. The evolution of some dinosaurs into birds also has documentation; the most famous fossil is the Archeopteryx, showing a creature with traits of both dinosaur and bird. If, as the letter writer said, we need to include creation stories, how about all the other myths including Aztec, Hindu, Norse, etc. I think it is only fair to give those myths the same focus another unproven story deserves – the Bible. What makes our creation myth so much more believable than anybody else’s? Nothing. While we’re teaching all these stories, we’ll crowd out the real science that our kids aren’t learning. Evolution, while much is unexplained, can be documented, tested and researched. That is science. Keep religion in religion class or mythology. This nation is already lagging in science.

This letter in support of teaching only evolution in public schools is fairly standard like the previous one. I’m publishing it for the sake of completeness and I have no additional comments.

Theories & Ways of Knowing

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The local debate over evolution and creationism still continues. This letter by Ed Brunson was published today under the headline, “Science: Evolution is a theory.”

The fact that the scientific theory of evolution is being debated in the same breath with the religious theory of creationism and intelligent design is appalling. In the 1920s, Tennessee was the scene of the famous Scopes monkey trial that debated the legitimacy of teaching evolution. Since that time, scientific evidence has continued to come in supporting the theories involved in natural selection and evolution. Recently, the National Academy of Sciences and the Institute of Medicine published their updated edition of Science, Evolution & Creationism. In it, they state, quite succinctly, “The evidence for evolution can be fully compatible with religious faith. Science and religion are different ways of understanding the world. Needlessly placing them in opposition reduces the potential of each to contribute to a better future.” Evolution is a scientific theory, testable, but not 100 percent provable. Isaac Newton’s theories, including that of gravity, are theories. Not provable. But you don’t need to prove gravity, because, when you try to deny it, you fall. Creationism, and intelligent design are not scientific theories; they are religious explanations for unknown happenings. The story of creationism is allegorical, nothing more, nothing less. The infusion of religious theory into scientific teaching is folly; it should have ended in the 1920s along with the Scopes monkey trial.

This letter in support of teaching only evolution in public schools is fairly standard and I would just like to comment on the texts written by other parties.

First, I find the heading printed by the newspaper misleading. Many detractors of evolution argue that it’s “only a theory,” implying a lack of supporting evidence, but the author of this letter emphasized that a scientific theory is not something to be proved. Perhaps they could have written something like, “Evolution: Gravity is also only a theory.”

Second, I have objections to the statement by the National Academy of Sciences. Evolution can be compatible with religious faith, but that depends entirely on what that religion teaches. It’s not compatible with the belief that humans were miraculously created by God six thousand years ago. It’s not compatible with the belief that humans have existed on earth for all eternity. It’s not compatible with the belief that humans were brought here by space aliens. No one is placing science and religion in any more opposition than they actually are; some people just aren’t willing to pretend that there’s no contradiction when there actually is, radically change their religious beliefs, and sweep the issue under the rug. I don’t object to changing one’s religious beliefs and acknowledging that this change was made in the light of new evidence, but it’s simply dishonest to strip a belief of its original meaning in order to save face, especially if while still claiming infallible certitude for this and other completely unsupported assertions. Science and religion aren’t two different ways to understand the world because religion just isn’t a way to understand the world. One might as well say that a magic eight-ball is yet a third way to understand the world since it’s no less reliable than religion in ascertaining the truth. Of the various ways to gain knowledge, only science offers consistent results and we shouldn’t give religious dogma receive any more respect than any other variety of quackery.

Quackery in the Classroom

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The local debate over evolution and creationism continues. This letter by Marjorie Ramseur was published today under the heading, “Science: Teach students the truth.”

The recent letter titled “Prohibit myths” in relation to science standards missed the point. People are not trying to have creation or intelligent design taught in the science classrooms of public schools. Good science is what is needed, and it must be taught objectively and truthfully. The theory of evolution is unproved. Its validity is being questioned by hundreds of scientists around the world. The fossil record does not show evolution. Microbiology does not show evolution. Embryology does not show evolution. Comparative anatomy does not show evolution, only similarities. Students must be able to distinguish the data of the Theory of Evolution; analyze and recognize its strengths and weaknesses, its assumptions and presumptions, along with its frauds and gaps. The scientific method used by experimental sciences stresses the testability and repeatability of a theory. The theory of evolution falls short since it has not been observed, cannot be tested and cannot be repeated. Evolutionary scientists may claim that evolution is the basic principle of biology, but the processes involved and the mechanisms needed are still the subject of much diligent research, discussion and, I might add, skepticism among the scientists themselves. As brought out in the 1925 Scopes trial, ACLU lawyer Clarence Darrow stated that it is the “height of bigotry to have only one theory of origins taught in our schools.” This was when creation was the main view taught in public schools. Let us be intellectually honest and teach students the truth. After all, what we want is for our students to excel in their knowledge of science.

Despite what the author claims, people are trying to have creationism taught in schools. She even indicates her desire for this by presenting a quote from Darrow which condemns teaching only one view! The rest of her claims are equally untrue; the evidence overwhelmingly supports evolution and only a tiny portion of scientists even have questions about its validity. It’s inappropriate to teach both views when the second view is held only by a fringe group with a clear political agenda using claims that simply aren’t supported by the evidence. I doubt that Ms. Ramseur would support teaching the views in the history books that the moon landings were faked, that extraterrestrials actually crashed in Roswell, or that President Bush was behind the 9/11 attacks. I also doubt that she would support adding astrology, alchemy, or homeopathy to the science curriculum. Schools shouldn’t make exceptions to teach anyone’s favorite pseudoscience or conspiracy theory. Actually do research to support the objections and have them accepted by the scientific community before demanding that children learn them in school.

Intelligent Design is Myth-information

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Outside of the prayer in public venues fiasco in October, it has been many months since I have commented on an editorial piece or letter to the editor appearing in the Florida Times-Union. It’s time to start the new year with a fresh letter on an old debate. This letter by Tom Brady was published today under the heading, “Science standards: Prohibit myths.”

I was somewhat dismayed to see in a recent story that people were challenging Florida’s current attempt to bring our education standards concerning science out of the realm of theology and into that of rational thought. Trying to equate “creationism” or “intelligent design” with the scientific approach to the evolution of the species is tantamount to comparing the proverbial apples and oranges. The first two are manifestations of a belief system; the third is a demonstration of the scientific method. If we are going to teach creation myths in our schools, then we should not limit those teachings to Judeo/Christian myths only. The Hindus, Buddhists, Shintoists, Animists and even many American Indians have their own creation stories. If the school systems choose one myth over the others, they are making a choice to advance one religion over another, which violates the Constitution. For those who claim that the theory of evolution is not proved and is “just a theory,” they obviously don’t understand the definition of the scientific term. Since none of us knows, or can know, from whence the universe ultimately came, a discussion involving the possibility of an intelligent designer is perfectly appropriate. But this should be in a philosophy or theology class, not in a science classroom.

Since I don’t read the entire paper, the article referenced in the letter had escaped my notice until today when I did a search. The original story was about a public hearing about a new public school curriculum which explicitly teaches evolution and the debate which took place over whether also to include material on intelligent design. I agree with everything that the author of the letter wrote, but there really isn’t much new to say about this debate. Intelligent design simply isn’t science and shouldn’t be taught in a science classroom.

What I find remarkable is that the most valuable player of the National Football League has time to write letters to the editor in Jacksonville when one would expect him to be preparing to play the Jaguars this Saturday evening in Foxboro!