Posted on 07/13/2007 2:28:17 PM PDT by Zender500
For 15 years Doug Cowan has taught the scientific evidence for and against Darwinism to biology students at Curtis High, a large public school several miles southwest of Tacoma, Wash. Over that time, the popular teacher and athletic coach has drawn periodic criticisms from community activists and local media. But he has faced no lawsuits and never worried over losing his job.
Students in Cowan's classes praise his balanced presentation. And parents rarely, if ever, raise objections. "I haven't heard a thing," he told WORLD. "Parents think it's really neat that I'm allowing kids to weigh the evidence from both sides and make their own informed conclusions."
Throughout the country, many other attempts to teach evolution critically have faced stiff opposition. Educators and school board members have lost legal battles and even their jobs. What makes Cowan so different?
"I don't teach alternative theories, because that's not part of the curriculum," he explained. "There aren't a whole lot of alternative theories other than design theory, but that's not in our curriculum. So unless a kid asks specifically about it, I don't deal with it."
Instead, Cowan deals more thoroughly with Darwinism than most existing biology textbooks, adding reading materials from outside the standard evolutionary syllabus: Darwin on Trial, Icons of Evolution, Darwin's Black Box, Evolution: A Theory in Crisis. Cowan says these extra texts engage his students, challenging their ability to analyze and discern truth from competing sides of a controversial issue.
This fall, the 34-year teaching veteran will restructure his evenhanded presentation around a new textbook from the Seattle-based Discovery Institute. Explore Evolution: The Arguments for and Against Neo-Darwinism (Hill House Publishers, 2007) does not address alternative theories of origins but succinctly lays out the scientific strengths and weaknesses of the most critical elements of Darwinism. "It's made my work a lot easier," Cowan said.
Explore Evolution encapsulates a "teach the controversy" paradigm that the Discovery Institute has advocated for the better part of the past decade. Over that time, the institute has advised school boards against the inclusion of Intelligent Design in their science standards. Some boards have heeded that counsel; others have not.
In 2005, a now famous board in Dover, Pa., attempted to mandate the inclusion of ID in ninth-grade biology classes. Backed by the ACLU, parents sued and won a landmark decision in which a federal judge ruled that ID was religion, not science. The shockwaves of that decision reverberated nationwide and have quieted other efforts to push ID into schools.
But the Dover lawsuit also highlighted the effectiveness of the Discovery Institute's approach. State school boards in Pennsylvania, South Carolina, New Mexico, and Minnesota along with local boards in Wisconsin and Louisiana have adopted science standards that encourage critical analysis of Darwinian Theory. To date, not a single lawsuit has challenged such standards.
"This is an approach that if I were a Darwinist I would be particularly frightened of," said John West, associate director of the Discovery Institute's Center for Science and Culture. "The policy that we've recommended turns out to be the precise common-ground approach we said it would be. It reduces the decibel level; you don't get sued; you get good education; and the Darwinists don't have a leg to stand on."
In the wake of the Dover ruling, many committed Darwinists declared victory for an uncritical approach to teaching evolution. But, in fact, the ruling has worked to galvanize a previously disjointed movement. Whereas many teachers and school boards might previously have shunned the "teach the controversy" strategy in favor of the more bold step of introducing ID, those groups and individuals are now more willing to listen.
John Calvert, managing director of IDnet, praises Explore Evolution as "enormously important." Since 2005, his organization has focused its efforts on bringing critical analysis of evolution into classrooms, not ID.
In past years, groups like IDnet might have rallied around another new textbook scheduled for publication this fall: The Design of Life, a rewrite of the ID-advancing classic Of Pandas and People. Like Explore Evolution, this 360-page text presents the scientific weaknesses of Darwinism, but it also goes further in outlining the case for ID. Authors William Dembski and Jonathan Wells lay out such noted design arguments as irreducible complexity and specified complexity.
The Design of Life publisher Jon Buell, president of the Foundation for Thought and Ethics, has no illusions of his textbook cracking public-school curriculums in the wake of the Dover ruling. "Our book, we fully expect to be taught in university courses," he said. "We will not market to public schools."
Prior to the Dover case, Of Pandas and People broke into public biology classrooms in 22 states over its two-decade run. Now, Explore Evolution offers the latest real hope for a text critical of Darwin to repeat such success. West told WORLD that one state school board has already expressed interest in using the new textbook, though discussions remain in the preliminary stages.
"We expect a lot of teachers to use it, including public-school teachers, to help them teach evolution better," he said. "In fact, we already know some of those where the school may not be purchasing 30 copies, but the teacher is using it to build their lesson plan."
Despite not mentioning ID, Explore Evolution has received sharp criticism from the Discovery Institute's usual opponents. PZ Myers, a biology professor at the University of Minnesota Morris, and author of the highly popular Darwinist blog Pharyngula, rails against the text as "a dirty, dishonest book in a slick package."
In a cursory review of the 159-page volume, Myers charges that it fails to represent the case for Darwinism accurately and presents complex subjects superficially: "The biology part is shallow, useless, and often wrong, and the critiques are basically just warmed over creationist arguments."
Similarly, writers on the influential evolution blog The Panda's Thumb have dismissed Explore Evolution as a "creationist textbook" that seeks to hide its true enterprise of "religious apologetics."
Most of the book's five authors are not unfamiliar with such charges. Stephen Meyer, Scott Minnich, and Paul Nelson are fellows of the Discovery Institute and well-known advocates for ID. Ralph Seelke, a professor of microbiology at the University of Wisconsin-Superior, is an outspoken critic of Darwinism. The fifth contributor, Jonathan Moneymaker, provided technical writing assistance.
Without a Darwinist representative, that panel has drawn predictable questions as to the textbook's objectivity. How can skeptics of Darwinism be trusted to represent faithfully the strongest evidence for a theory they oppose?
But Explore Evolution does not purport to provide comprehensive outlines of Darwinian arguments, leaving that up to most every other biology textbook on the market. The preface to this new text explains that its summary accounts of the case for Darwinism are meant to recap briefly what students have already learned elsewhere. The focus of the book is to present new information as to why the theory of evolution remains scientifically controversial.
Though supportive, IDnet director Calvert does not share the Discovery Institute's optimism that this new textbook and the approach it embodies will significantly dent the uncritical Darwinist dogma currently taught in most public schools. In February, he emerged from a long political battle in Kansas where attempts to mandate the critical analysis of evolution fell short.
Opponents of the new Kansas science standards argued that any criticism of Darwinism amounts to thinly veiled ID, which according to the Dover ruling amounts to thinly veiled religion. The state school board agreed, effectively determining that any scientific challenge to Darwinian evolution violates the Constitution's Establishment Clause.
That blow to the "teach the controversy" approach has left Calvert skeptical: "I don't think the Discovery Institute's textbook is going to have any traction until we get the Dover court decision reversed. Until we get a legal decision on our side, things will keep getting worse."
Doug Cowan disagrees: "The schools want to have critically thinking kids. And you can't be a critical thinker if you hear only one side of the story."
Any article that harps on “Darwinism” paragraph after paragraph can be expected to be typical creationist propaganda. This one is no exception.
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Exactly. Any theory should be able to stand up to critical thinking. Nice to see some people are doing it. It is far more important to teach kids to think critically than it is to teach them any specific theories. After all critical thinking is the root of all science. Science class should be teaching kids to think, not to believe.
‘-ism’ is an appropriate english suffix for someone holding tightly to or advocating for believe or system. Seems less cumbersome to use than than to use ‘proponents of Evolutionary theory’.
it's an article from a Christian magazine - I doubt they are trying to hide their interests here. Evolution as a theory will only benefit from students taught to think critically in these areas. The students will benefit also.
Students need to learn how the scientific method works in practice — it does not work by acquiescence to authority.
Parents think it’s really neat that I’m allowing kids to weigh the evidence from both sides and make their own informed conclusions.”
***Sounds good to me.
Nor does it work by allowing religious dogma to substitute for scientific evidence.
I’m a firm believer in evolution, but I didn’t get the impression you got from the article. There are holes in the theory of evolution, as there are holes in any theory. There are millions of people who believe that those holes can be explained best by something other than a lack of evidence. To say that their opinions must be disregarded, which the ACLU has done for years, is as wrong as it is to say that the Bible teaches the only possible history of life on earth and no other will be tolerated.
IMO, more power to him. Teach what we know and don’t gloss over what we don’t know. The kiddies aren’t stupid and they don’t need to be indoctrinated. They can make up their own minds.
It’s not a matter of teaching anyone’s dogma.
It’s a matter of teaching students the scientific method; so that they will be able to evaluate things themselves — or, perhaps even go on to a career in science, and make new discoveries.
Best argument I've heard for allowing homosexual advocates to recruit students.
IMO, more power to him. Teach what we know and don’t gloss over what we don’t know. The kiddies aren’t stupid and they don’t need to be indoctrinated. They can make up their own minds.
Nicely balanced and articulately stated. (Ergo, you'll earn the enmity of only half of the posters to this kind of thread.)
read later
News flash: they already do. Ever heard of the Day of Silence? GLSEN? Gay-straight clubs? Another question: do you think their opinions are ever allowed to be balanced with contradictory opinions from, e.g., Exodus International, NARTH, Focus on the Family, etc.?
But you must realize that the theory of evolution is a scientific theory. Any controversies, and there are many, are debated within a scientific context.
What ID, and creation "science" before it, seek to do is use belief, scripture and divine revelation as scientific evidence. They are not.
You say, "There are millions of people who believe that those holes can be explained best by something other than a lack of evidence." It doesn't matter what people believe about the theory of evolution. What matters is what the evidence says. And I have yet to see any science in creation "science" or in its younger cousin, ID. Rather, they are religious beliefs taking on the trappings of science in order to advance religious goals.
“Best argument I’ve heard for allowing homosexual advocates to recruit students.”
LOL. You are right that is what all this homosexual education is about, at least that is what we were told before they made their presentation to the school.
I doubt most people here really want both sides taught. I think they mean that they want their side taught, and making it sound like a compromise is the only way they can accomplish that.
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