The Center for Science and Culture
BURLINGTON, Wash. — In this rural farming community, a high school biology teacher named Roger DeHart set out to question Darwin’s theories of evolution. He never mentioned God. He dissected such scientific topics as bacterial flagella, fossil records and embryonic development. Examine the evidence, he told the students, and ponder the Big Question: Is life the result of random, meaningless Read More ›
Stakes were high Monday at a meeting of an Ohio Board of Education panel. Up for discussion: whether high school biology students should be told about potential problems with Darwinism and evidence that life on Earth was planned. About 1,500 parents, teachers and students showed up for the meeting, which was moved to an auditorium to accommodate the crowd. They Read More ›
Leaving fundamentalist dogma behind, a new species of anti-evolutionists has arisen under the banner of “intelligent design” — now at the heart of a bitter debate erupting in Ohio about how science and evolution should be taught in the public schools. Intelligent-design advocates delve into the minutiae of biology in search of evidence that random mutation and natural selection are Read More ›
To the Editor: In his review of my recent book, Icons of Evolution, in the February issue of The World & I, University of Kansas paleontologist Larry Martin concludes that although the book is full of sound and fury, it doesn’t signify much. But Professor Martin has ignored or distorted my main points. Icons of Evolution relies on published scientific Read More ›
Since the late nineteenth century most biologists have rejected the idea that living organisms display evidence of intelligent design. While many acknowledge the appearance of design in biological systems, they insist that Darwinism, or neo-Darwinism, explains how this appearance arose naturalistically — that is, without invoking a directing intelligence or agency. Following Darwin, modern neo-Darwinists generally accept that natural selection Read More ›
After the U.S. Congress adopted a statement in December calling for students to be exposed to a diversity of views when topics “such as biological evolution” are taught, a pro-Darwin group is absurdly trying to claim victory through a creative reinterpretation of the legislative record. Eugenie Scott of the National Center for Science Education asserts that the recent statement by Read More ›