Posted on 04/13/2006 6:51:19 PM PDT by PatrickHenry
A statement opposing the misrepresentation of evolution in schools to promote particular religious beliefs was published today (11 April 2006) by the Royal Society, the UK national academy of science.
The statement points out that evolution is "recognised as the best explanation for the development of life on Earth from its beginnings and for the diversity of species" and that it is "rightly taught as an essential part of biology and science courses in schools, colleges and universities across the world".
It concludes: "Science has proved enormously successful in advancing our understanding of the world, and young people are entitled to learn about scientific knowledge, including evolution. They also have a right to learn how science advances, and that there are, of course, many things that science cannot yet explain. Some may wish to explore the compatibility, or otherwise, of science with various beliefs, and they should be encouraged to do so. However, young people are poorly served by deliberate attempts to withhold, distort or misrepresent scientific knowledge and understanding in order to promote particular religious beliefs."
Professor David Read, Vice-President of the Royal Society, said: "We felt that it would be timely to publish a clear statement on evolution, creationism and intelligent design as there continues to be controversy about them in the UK and other countries. The Royal Society fully supports questioning and debate in science lessons, as long as it is not designed to undermine young people's confidence in the value of scientific evidence. But there have been a number of media reports, particularly relating to an academy in north-east England, which have highlighted some confusion among young people, parents, teachers and scientists about how our education system allows the promotion of creationist beliefs in relation to scientific knowledge. Our Government is pursuing a flexible education system, but it should also be able to ensure and demonstrate that young people in maintained schools or academies are not taught that the scientific evidence supports creationism and intelligent design in the way that it supports evolution."
The Royal Society statement acknowledges that many people both believe in a creator and accept the scientific evidence for how the universe and life on Earth developed. But it indicates that "some versions of creationism are incompatible with the scientific evidence".
It states: "For instance, a belief that all species on Earth have always existed in their present form is not consistent with the wealth of evidence for evolution, such as the fossil record. Similarly, a belief that the Earth was formed in 4004 BC is not consistent with the evidence from geology, astronomy and physics that the solar system, including Earth, formed about 4600 million years ago."
The Royal Society statement emphasises that evolution is important to the understanding of many medical and agricultural challenges: It states: "The process of evolution can be seen in action today, for example in the development of resistance to antibiotics in disease-causing bacteria, of resistance to pesticides by insect pests, and the rapid evolution of viruses that are responsible for influenza and AIDS. Darwin's theory of evolution helps us to understand these problems and to find solutions to them."
The statement also criticises attempts to present intelligent design as being based on scientific evidence: "Its supporters make only selective reference to the overwhelming scientific evidence that supports evolution, and treats gaps in current knowledge which, as in all areas of science, certainly exist as if they were evidence for a designer'. In this respect, intelligent design has far more in common with a religious belief in creationism than it has with science, which is based on evidence acquired through experiment and observation. The theory of evolution is supported by the weight of scientific evidence; the theory of intelligent design is not."
The statement is published ahead of a public lecture today at the Royal Society by Professor Steve Jones on Why evolution is right and creationism is wrong'. The text of the statement follows.
April 2006
The Royal Society was founded in 1660 by a group of scholars whose desire was to promote an understanding of ourselves and the universe through experiment and observation. This approach to the acquisition of knowledge forms the basis of the scientific method, which involves the testing of theories against observational evidence. It has led to major advances of understanding over more than 300 years. Although there is still much left to be discovered, we now have a broad knowledge of how the universe developed after the 'Big Bang' and of how humans and other species appeared on Earth.
One of the most important advances in our knowledge has been the development of the theory of evolution by natural selection. Since being proposed by Charles Darwin nearly 150 years ago, the theory of evolution has been supported by a mounting body of scientific evidence. Today it is recognised as the best explanation for the development of life on Earth from its beginnings and for the diversity of species. Evolution is rightly taught as an essential part of biology and science courses in schools, colleges and universities across the world.
The process of evolution can be seen in action today, for example in the development of resistance to antibiotics in disease-causing bacteria, of resistance to pesticides by insect pests, and the rapid evolution of viruses that are responsible for influenza and AIDS. Darwin's theory of evolution helps us to understand these problems and to find solutions to them.
Many other explanations, some of them based on religious belief, have been offered for the development of life on Earth, and the existence of a 'creator' is fundamental to many religions. Many people both believe in a creator and accept the scientific evidence for how the universe, and life on Earth, developed. Creationism is a belief that may be taught as part of religious education in schools, colleges and universities. Creationism may also be taught in some science classes to demonstrate the difference between theories, such as evolution, that are based on scientific evidence, and beliefs, such as creationism, that are based on faith.
However, some versions of creationism are incompatible with the scientific evidence. For instance, a belief that all species on Earth have always existed in their present form is not consistent with the wealth of evidence for evolution, such as the fossil record. Similarly, a belief that the Earth was formed in 4004 BC is not consistent with the evidence from geology, astronomy and physics that the solar system, including Earth, formed about 4600 million years ago.
Some proponents of an alternative explanation for the diversity of life on Earth now claim that their theories are based on scientific evidence. One such view is presented as the theory of intelligent design. This proposes that some species are too complex to have evolved through natural selection and that therefore life on Earth must be the product of a 'designer'. Its supporters make only selective reference to the overwhelming scientific evidence that supports evolution, and treat gaps in current knowledge which, as in all areas of science, certainly exist - as if they were evidence for a 'designer'. In this respect, intelligent design has far more in common with a religious belief in creationism than it has with science, which is based on evidence acquired through experiment and observation. The theory of evolution is supported by the weight of scientific evidence; the theory of intelligent design is not.
Science has proved enormously successful in advancing our understanding of the world, and young people are entitled to learn about scientific knowledge, including evolution. They also have a right to learn how science advances, and that there are, of course, many things that science cannot yet explain. Some may wish to explore the compatibility, or otherwise, of science with various religious beliefs, and they should be encouraged to do so. However, young people are poorly served by deliberate attempts to withhold, distort or misrepresent scientific knowledge and understanding in order to promote particular religious beliefs.
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Says it for me.
Young people are poorly served by the public school system.
Statements from Scientific and Scholarly Organizations. Sixty statements, all supporting evolution.
Statement on the Teaching of Evolution. By the American Astronomical Society.
Letter from Bruce Alberts on March 4, 2005. President of the National Academy of Sciences.
Botanical Society of America's Statement on Evolution. Excellent statement.
Project Steve. Nat'l Center for Science Education: the overwhelming number of genuine scientists supporting evolution.
Evolution is a vital, well-supported, unifying principle of the biological sciences, and the scientific evidence is overwhelmingly in favor of the idea that all living things share a common ancestry. Although there are legitimate debates about the patterns and processes of evolution, there is no serious scientific doubt that evolution occurred or that natural selection is a major mechanism in its occurrence. It is scientifically inappropriate and pedagogically irresponsible for creationist pseudoscience, including but not limited to 'intelligent design,' to be introduced into the science curricula of our nation's public schools.These Steves are only the tip of the scientific iceberg, because the name "Steve" is given to only about 1% of the population. Therefore, the 700 Steves probably represent about 70,000 scientists. See also Project Steve update.
The Steves alone are greater in number than all the scientists (of every name) who have signed statements questioning evolution, and most of the evolution skeptics aren't biologists. For example, the much-publicized list of 500 names collected by the Discovery Institute includes only about 154 biologists, less than one-third of the total. Those 500 signed a rather ambiguous statement, which says:
We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged.In contrast, two-thirds of the 700 Steves are biologists, so the biologist-Steves are about 466 in number. Steves are 1% of the population, so they represent approximately 46,600 biologists. Compare that number to the 154 biologists' names collected by the Discovery Institute. They're the totality of biologists who are evolution skeptics.
These competing lists clearly tell us that evolution skeptics are a tiny fringe group -- about one-third of one percent of biologists. Therefore, notwithstanding the unending demands to "teach the controversy," there literally is no scientific controversy about the basic principles of evolution. Scientists, especially those in the biological fields, are all but unanimous in their acceptance of evolution.
This guy was in such a hurry to corrupt the youth of the world that he published a tome on evolution before Darwin.
And oh yes, like that terrible atheist, Isaac Newton, he was a fellow of The Royal Society.
It gets worse. Read about The Royal Society's Darwin Medal.
Fear of knowledge would be more at home among the cargo cults of New Guinea than here.
Yup. And it only gets worse, in between the PC bullshit and the injection of dark ages philosophy as a replacement for science. Between the lefties and the ignoratii (not mutually exclusive groups, mind you), the public system is going down the toilet. Turn it private (with vouchers) and we can watch the groups learning reality get ahead (while not being dragged down) and the other groups drown.
As an added bonus, the nanny-staters and those looking for cultural welfare handouts will put on an entertaining show.
Absolutely. Intelligent design should get the same representation in a science classroom as any other theory that has received an equivalent amount of positive peer review from trained, professional scientists.
Our Math scores are so low I personally would like to see them
spend more time and resources in that area and less with evolution or ID.
Sorry, but it is all related.
Expansion of the teaching of creationism and/or ID will eventually drop math / physics scores to the sub-basement.
This movement has to be stopped.
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