science education

Teaching Intelligent Design: What Happened When?

Design theorists argue that intelligent design constitutes a valid scientific research program aimed at understanding the effects of intelligence in the natural world. There is currently considerable debate whether this program is indeed valid, and in particular whether concepts like specified complexity or irreducible complexity, are coherently defined and can usefully be applied to actual systems in nature. In her Read More ›

Evolution Theater

One thing I love about the creation/evolution controversy is that it provides no end of amusement.Take the summer of 1999 for example. When the Kansas state board of education voted to de-emphasize the more speculative aspects of evolution in the state science standards, folks went wild. In a broadside published in Time, Harvard paleontologist and science writer Stephen Jay Gould Read More ›

Lerner Report Whitewashes Bad Science:

The Fordham Foundation’s highly touted report by Lawrence Lerner, “Good Science, Bad Science: Teaching Evolution in the States,” recommends increased emphasis in America’s public schools on biological evolution–which the report never adequately defines. (1) But the Lerner report fails to point out that students are being systematically misled about the scientific evidence, and it thereby encourages precisely the sort of Read More ›

“E” is for evolution; “F” is for Fordham

We count on scientists to tell us what they know and do not know–not just what they want us to hear. But when it comes to the origin and evolution of life on earth, spokesmen for official science–and science education–have been far less forthcoming than we might wish. When writing in scientific journals, leading biologists candidly discuss many scientific difficulties Read More ›

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Young male teacher paleontologist in the classroom
Young male teacher paleontologist in the classroom

Natural Selection Found in Report on Science Education

Science teaching, and the teaching of evolution in particular, continue to be a flashpoint in American education. Hoping to correct the problem, the Thomas B. Fordham Foundation just released a report (with the American Association for the Advancement of Science), “Good Science, Bad Science: Teaching Evolution in the States.” Written by Lawrence Lerner, the report recommends increased emphasis in America’s Read More ›

19 states get a bad grade for their teaching of evolution

More than one-third of the states (19) do an “unsatisfactory to dreadful job” of including evolution in public school science standards, including 12 states that shun the “E-word” and four that avoid the subject, says a study out Tuesday. The rest do “at least a satisfactory job,” says the study, “Good Science, Bad Science: Teaching Evolution in the States,” published Read More ›

Open Letter to Paul R. Gross, “Politicizing Science Education”

Dear Mr. Gross: Your article, “Politicizing Science Education,” (available at http://www.edexcellence.net/foundation/publication/publication.cfm?id=43) recently came to our attention. While we share your concern for what you call “the maladies of contemporary education,” we think you have gravely misrepresented several of the key issues. Science education in this country cannot be repaired without candor and accuracy. Yet candor and accuracy are woefully lacking Read More ›

Evolution criticized as lacking evidence

KANSAS CITY, Mo. — Scientists, attorneys and teachers who support intelligent design instead of naturalistic evolution presented their side of the debate at a day-long symposium Saturday. More than 350 people attended a national symposium called “Darwin, Design and Democracy: Teaching the Evidence in Science Education” at Rockhurst High School. It featured presentations by biochemist Dr. Michael Behe, biologist Dr. Read More ›

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Businessman making hush sign, dark background
Photo by denisismagilov on Adobe Stock

“Don’t Ask, Don’t Tell” In Biology Instruction

All across the country-from Maine to California, from Virginia to Washington state-school boards, teachers and parents have begun to defy the expertise of professional science educators. Many are now insisting that students to gain access to scientific information challenging the contemporary Darwinist account of biological origins. Read More ›