The authors continue to give a good overview of the roots of Intelligent Design, the vacuity of its claims and address the often heard claim "teach the controversy". As the authors observe "But describing the "teach the controversy" slogan in this way distorts what is at issue." About intelligent design they stateMany of these efforts have been driven by religious believers and express theological convictions about the origins and development of human and non-human life. Whatever the ultimate outcome of these antievolution measures, the mere fact that such efforts are so frequent across so much of the United States is something that has engendered a legitimate worry among educators at both the secondary school and university levels. We write to address educators, policy makers, and the interested public with an eye to clarifying basic concerns regarding the scientific, religious, educational, and legal dimensions of this recent challenge.
The whitepaper does a good job at exposing the 'teach the controversy' fallacy, which may sound reasonable:Those who wish to advance the theory, discussed further below, claim that:
We believe that both of these claims are false. While we acknowledge that evolutionary theory---like most theories in most sciences---is incomplete, we deny that its main components are incorrect and that intelligent design theory is a better account of the phenomena dealt with by evolutionary theory. We further deny that intelligent design is a scientific theory at all.
evolutionary theory, as developed and defended by scientists since first articulated by Charles Darwin in the mid 1800s, is an incomplete and in important respects incorrect account of life's origin, development and diversity; and intelligent design theory is a better scientific account of these same phenomena.
but falls apart on closer scrutiny:On its face, the idea that teachers should expose high school and university students to controversial issues seems reasonable. Teachers frequently lament the fact that their students lack critical analytical skills that are needed for success in school and beyond in the local and global economies. Would not early exposure to controversies and to the critical methods needed to resolve such controversies be a good thing?
But describing the "teach the controversy" slogan in this way distorts what is at issue. Whatever semblance of legitimacy the "teach the controversy" slogan might possess rests on an equivocation about the word controversy. If one restricts one's reading to the popular press, one might reasonably conclude that there is a controversy raging in the United States about evolution, intelligent design, and science curricula. And there is: Evolution, intelligent design and the contents of science curricula are indeed matters of much controversy and have been for some time. But these are cultural, political or social controversies that do not correspond to a genuine scientific controversy over biological origins, development and diversity and evolutionary theory's ability to explain these phenomena.
47 Comments
Tony Whitson · 22 October 2006
As well as the White Paper makes its case, I'm afraid it misses the main problem. Large numbers who support inclusion of ID do so on the basis of believing that ID is scientific speech. They are people who find credible the arguments of those like Casey Luskin who could take the logic of the White Paper and present it as an argument for inclusion of ID. The authors extol the virtues of making and being open to public arguments on non-doctrinaire grounds, subject to the evidence. That's exactly what ID proponents claim ID is doing. Analysis that presupposes this not to be the case, rather than addressing those who believe this is the case with ID, does not clarify the central problem for those who do not already understand.
It is a good, strong paper; I just think we also need to learn how to engage the problem that has not been engaged here.
(see http://curricublog.wordpress.com/ )
theprofromdover · 22 October 2006
Intelligent Design is not a scientific alternative to evolution. It is a sciency-sounding but ultimately metaphysical alternative to science. The crux of the problem stems from a failure to teach what science is and what it is not and this begins at an elementary school level where the lines in the sand already get started to be drawn. Science is not a search for ***THE TRUTH***. It is not using logic and reason to find the most rational arguments to explain away the phenomena observed in nature. It is not building ever more expensive and precise pieces of equipment to get even more accurate numbers to plug into equations and coming out with even more perfect answers. It is not a fair and open minded debate with all points of view equally valid and presented to a neutral audience who makes the decision of which one works best for them and is thus taught in publicly funded schools to other peoples' children. It is not a committment to a philosophy of materialism: A belief where nothing exists in nature except matter in motion under the influence of the blind and uncaring forces of nature for no apparent purpose. Science is a methodology. It is ways of asking questions of the universe or some part of it; the answers to which come from experiments and observations. These experiments and observations have to be done in such a way that the hypotheses, methods, results and conclusions can be published and prior to publication are critically peer-reviewed. The result of this process is useful programs of research that aid in the development of technology, jobs, and hopefully a better life for not only Americans, but also the rest of the world. One place to start is making sure that students understand scientifically what the terms truth, theory, hypothesis and fact actually mean. Most adults I know have no idea what these terms mean to scientists. Sometimes I get confused when I hear those with even more scientific education than I have use them.
'Rev Dr' Lenny Flank · 23 October 2006
ID is dead. Get used to it. (shrug)
PvM · 23 October 2006
PvM · 23 October 2006
PvM · 23 October 2006
Buho · 23 October 2006
'Rev Dr' Lenny Flank · 23 October 2006
'Rev Dr' Lenny Flank · 23 October 2006
the pro from dover · 23 October 2006
To reply to Buho. Theories are useful compact devices that are used to store large quantities of data in order to permit the generation of testable hypotheses that utilize the scientific method. These theories have certain qualities: they are supportable by empiric studies, they are falsifiable(at least in part), and they are corrigible. They are not statements of ***THE TRUTH***. If you believe that unwitnessed events cannot ever be correctly recreated beyond some reasonable doubt, then all I can say is that I"m sure glad you're not the district attorney. Since evolution is nothing more than change over time then what in the world does the fossil record represent? The action of geologic forces no longer in effect or the creation of artificts by intelligent designers to deceive us???
G. Shelley · 24 October 2006
ben · 24 October 2006
If I ever get tried for a serious crime, I hope the jury is packed with creationists.
My lawyer: "Never mind the positive DNA match, the murder weapon found in the suspect's car with the victim's blood on it, and the fact that the suspect held a $5,000,000 life insurance policy on the victim. The question you must ask yourselves, good people of the jury, is 'were you there?' 'Did you see my client murder the victim?' Since you did not, you cannot tell us he committed the crime, regardless of any other evidence."
And I walk, right? If they didn't see it, they cannot conclude it happened.
By their "logic," if they weren't there not only is it impossible for them to conclude that I am guilty, that lack of proof also conclusively proves that
goda disembodied intelligent designer was not only the murderer in this case, but responsible for every other crime in the world not directly witnessed by a jury.If that doesn't work, I'm going to fall back on the Chewbacca Defense.
Michael Suttkus, II · 24 October 2006
I posted this here recently, but you can't blame me if it comes up in another conversation!
Creationists investigate crime!
There are numerous definitions of "information", each useful in its own context. For the vast majority of them, applied to DNA, information increases are not only easily possible, but observed.
The only definition of information that I am aware of where increase in information can be impossible is the original Shannon/Weaver formulation. This isn't saying much, however, because the SW definition determines information by arbitrarily chosen starting string.
Shannon/Weaver information is meant to model communications over a medium. If I want to send "2+2=5", then "2+2=5" is, by definition, 100% information. If a mutation changes it to "2+2=4", the statement becomes more correct and more useful, but it's a decrease in information solely because it wasn't what was originally sent! Any change from the original state of the message constitutes a reduction.
However, even this definition doesn't make increasing information impossible; it only sets an upper bound. If the mutant version "2+2=4" mutates again back to "2+2=5", then the information content has increased back to 100%.
So, by any definition of information I know of, information increases are possible, usually trivially so and readily observed. Only one definition limits information accumulation, but only be accepting an arbitrary combination as "correct", which is clearly irrelevant to biology (where no combination of DNA is more correct than any other).
So, creationists are lying.
Again.
Still.
Michael Suttkus, II · 24 October 2006
Put another way, Shannon/Weaver information model doesn't say that bacteria can't evolve into humans, it simply labels the transformation of a bacteria into a human as a loss of information.
Buho · 24 October 2006
Flank: I agree with Dover's definition. It's rather eloquent. My point is that the sciences surrounding evolution do not fit into this category. I do not mean to minimize the excellent genome research going on or the paleontology research. But the inferences that are drawn from this research are not scientific according to Dover's definition. We can collect a "reptile" fossil and collect a "bird" fossil, but, according to Dover's definition, it is not science to say one came from the other. That is forensic science, something akin to what we see in the court room, not the laboratory. I'm just pointing that out, in case anybody missed it.
> We can see the whole fossil transitional series. So can you, if you go to the museum and ask.
Looking at two separated fossils does not constitute observation of evolution in action like we observe physics in the lab.
> Yep. Just Goggle "self replicating FNA".
Research in this area is a looooong way from what is required for abiogenesis. Nobody has come close to empirically observing abiogenesis in action. As of right now, it is only a hypothesis. Do not jump the gun here and overstate our position. Research in chemical evolution is very far from its goal, and one of its biggest hurdles is the 2nd Law of Thermo: undirected incoming energy from an open system produces entropy, not the complex order observed in, say, DNA. My point: we have never observed life arising from non-life. This is an inference, not observation, and thus is not science (according to Dover).
> Yep. Just Google "nylon-eating bacteria".
An excellent point. But can we point to a phenomenon in the "nylon bug" and use it to explain the origin of information required for a fish or a human? Perhaps so. But how come that is all we can point to after 50 years of genetics research? Shouldn't this phenomenon be more ubiquitous?
> > According to your definition of what science is, evolution ain't it.
> That's sort of like saying "since I've never seen your liver or youre left kidney, that means it's not there."
Non sequitur. What I am talking about is the elementary distinction between operational, empirical science and logical inference, a concept that seems to be escaping you and others here at present.
> Quick, can anyone name any scientific discovery, of any note, in any area of science, made at any time in the past 100 years as the result of creationism or ID?
Evolution, being a forensic science, describes what happened in the past. Just as a detective can cast a person as a chronic murderer, he can predict what the person will do in the future with a variable degree of accuracy. The question everybody here seems to be hyped up on is which detective has a better handle on the facts and is able to make better predictions of the future? I'm not in the position to speak for creationism.
> Sooooo, since nobody saw OJ knife his ex-wife, that means there's no scientific way to show that he did it .... . ?
According to Dover, yes, there is no way to scientifically show that he did it. However, if you can reverse time and observe the event -- multiple times -- then yes, he can be scientifically proven to have done it. Forensic science has never been perfect. Innocent people are pronounced guilty and guilty people are pronounced innocent. You cannot compare forensic science to the reliability of engineering and physics, where experiments can be set up exactly the same every time.
My point: please be aware of the distinction between operational and forensic science, because to mix the two is unprofessional. Scientists work in the former. Evolutionists and creationists work in the latter.
Buho · 24 October 2006
To Pro from Dover: Again, I agree with you. To summarize: theories can only be supported or falsified, not proven. I might disagree with you on theories being corrigable. I'd rather throw out the theory that doesn't work in favor of a new, better-worked theory rather than blend one into the new, but the distinction is moot.
> If you believe that unwitnessed events cannot ever be correctly recreated beyond some reasonable doubt, then all I can say is that I"m sure glad you're not the district attorney.
I'm sorry, Dover. We will have to disagree here. "Correctly recreating" the scene of a crime to show that a bullet did indeed originate from the suspect's direction can be performed "beyond some reasonable doubt." But suppose the weather had to be just right, the sun had to be in just the right place, the victims involved had unique body chemistries that somehow effected the path of the bullet, and to top it off, the event took place over a span of 500,000 years. Suppose those factors were deemed critically important. Then this event is unreproducible. Such is the claim of evolutionists, who boldly declare a reptile turned into a bird over a few million years, and then point to a nylon-eating bug to recreate the event "beyond a reasonable doubt" so that it can be "empirically" studied. All I wish to point out here is the gulf between what evolutionists state (empirical science) and what they practice (forensic science). Real scientists don't make this mistake.
> Since evolution is nothing more than change over time...
According to this loose definition, my childhood was evolution, the breakfast in my stomach is evolution, and my car this morning was evolving at a rate of 60 miles per hour. You might want to pick a stricter definition.
> ...then what in the world does the fossil record represent?
Please see the distinction: two fossils (one reptile, dated older, one bird, dated younger) represent two fossils from two periods of time. That's it. In order to evidence "change over time," we need to start with an axiom (or hypothesis, or theory) that newer life forms came from older life forms. Then we can infer that the bird came from the reptile. Then we can show that the two fossils represent "change over time." I'm merely teasing out the components that you wrapped together as one; I agree with you.
To all: I was just pointing out that Dover's paragraph is very good, but evo-fanboys have a tendency to apply that to evolution, which is a logical fallacy. Evolution can work just fine without Dover's definition (science is a methodology). It doesn't need it. Homicide detectives don't need it to find their man.
Please be aware that just because I am criticizing some errant thinking here, that does not mean I am anti-evolution. I'm pro-science, logic, and reason. I have noticed while lurking here a tendency of the fanboys to attack anybody that raises the smallest correction, even if they're an adamant evolutionist themself.
Tony Whitson · 24 October 2006
A huge contribution of the Poynter Center's White Paper is a reframing of the issue in terms of what kind of science education serves the preparation of citizens in a democratic public polity---revealing how this is not merely a conflict among privately-held convictions that might be resolved through a choice or voucher system that would disengage the conflict over universal public school curriculum, by leaving this up to choices made within individual households (the apparent agreement between Shermer and Wells on the attractiveness of a parental choice solution to the contrary). See
http://curricublog.wordpress.com/
Buho · 24 October 2006
Sutkus, I think you've got a very good point. It is boggy ground to stand on information when you can't define information, let alone measure it.
However, when I mentioned information, I was appealing to the common-sense definition of the word. In a very coarse sense, we intrinsicly understand that Carsonella ruddi has less information (less specified complexity) in its genome than a human. The difficulty arises when comparing two very similar organisms and trying to determine which has more information, and according to evolution, it is at this granularity that we should be directly observing increases on a regular basis. Thus, it is like trying to measure the length of something small while wearing foggy glasses.
So yeah. Carry on. :)
demallien · 24 October 2006
Flint · 24 October 2006
GuyeFaux · 24 October 2006
demallien · 24 October 2006
PvM · 24 October 2006
Glen Davidson · 24 October 2006
PvM · 24 October 2006
The concept of information as abused by IDers involves a sloppiness which allows them to make the unsupportable claim that mutations only decrease information. In fact, as has been trivially shown by such authors as Adami and Schneider, information increase under the processes of variation and selection are unavoidable.
MarkP · 24 October 2006
Buho, the short version is that you are using an inappropriately restrictive definition of science. Science is, roughly:
1) Hypothesize
2) Test
3) Revise
Your version is:
1) Hypothesize
2) Replicate
3) Revise
By your definition, not only is evolution not science, but then neither is astronomy, plate techtonics, cosmology, archaeology, and a host of other areas.
In my experience, many intelligent religious people have a difficult time understading the vast difference between theorizing about a set of data and predicting data, and you seem to be one of them. The former is very easy, even if you are completely wrong. The latter is very difficult, even if you are mostly right. It's the latter that makes science what it is, and why it is so succesful. If you take nothing else away from this discussion, concentrate on that.
Glen Davidson · 24 October 2006
Glen Davidson · 24 October 2006
Glen Davidson · 24 October 2006
Flint · 24 October 2006
Henry J · 24 October 2006
Re "Now, what "worldview" is it, boys and girls, that would regard an axiom, a hypothesis, and a theory to be synonyms?"
While that's probably a rhetorical question, I'll put in my two cents anyway. Those terms all refer to assertions, but at widely varying levels of confidence.
On a side note, in formal mathematics an axiom (sometimes called "postulate") does get tested for consistency with the other axioms, since an inconsistent set of axioms would be worse than useless. But then again, axioms in that context are really parts of the definition of the system with which the mathematician is working, rather than assumptions about the outside world.
Henry
Flint · 24 October 2006
Henry J:
It seems Buho has the bases covered here. If the evidence on the ground is most consistent with an explanation we don't want to be the case, what do we do? Well, so far, two things. First, we claim that relationships we infer from the relevant data are "axioms" - i.e. that we would never have noticed this relationship, if we hadn't assumed it before we started making observations. And second, inferences based on observations aren't "scientific" anyway; "real" science draws no inferences (that is, derives no theories from any data).
But, of course, he's all in favor of "science, logic and reason", and it's *everyone else's* thinking that's in error.
'Rev Dr' Lenny Flank · 24 October 2006
Michael Suttkus, II · 25 October 2006
Michael Suttkus, II · 25 October 2006
Okay, presuming this does show up eventually, can anyone tell me why I'm suddenly a "new poster" on this thread who needs to have his posts vetted?
Henry J · 25 October 2006
Re "There were numerous problems in chemistry that were infamous for producing different reactions for different people."
Sounds like my lab work when I was taking chemistry in school - some of those chemicals had minds of their own!
William E Emba · 25 October 2006
MarkP · 25 October 2006
It was nice for Buho to give us so much material, but I think he was let off the hook on one comment. Towards the end of one of his posts he mentions "specified complexity". Hasn't this been shown to be more or less a nonsense term? And if so, shouldn't anyone brandishing it be stopped in their tracks and asked exactly what they mean by it?
I'd have done so, but it is an area with which I am still getting versed.
the pro from dover · 25 October 2006
Evolution, which is a common theme in many overarching scientific theories is change over time. Significant time. It isn't the same as growth or digestion-get serious. Biologically populations evolve not individuals. If you really think individuals evolve over their lifetime, just ask any wife. Populations,planets, solar systems, galaxies and the universe all evolve whether you want them to or not. The populations must change to adapt because their local environments change. This was recognized by Comte de Buffon in the early 18th century. Abiogenesis is a separate phenomenon than evolution, and evolution does not require a working theory of the origin of life to be useful. Evolution only deals with species diversification. Similarly quantum physics has done very well, thank you, without a working theory for quantum effects of gravity.
the pro from dover · 25 October 2006
Getting back to Buho: There is a difference between biological evolution and growth or digestion and that is geologic time. If you believe that the universe was created on 10/22/4006BC then your disagreements are not with Darwin, they're with physics. There is nowhere in modern evolutionary theory where individuals evolve. If you really believe that an individual evolves over his lifetime, then ask any wife. Comte de Buffon in the early 18th century recognized that organisms had to change because the environment changes. In fact populatios aren't the only things that evolve: the earth, solar system, galaxy and universe are all evolving as we speak! Abiogenesis (for which there is no working theory) is not necessary to have a useful theory of biological evolution, because evolution only deals with species diversification. Quantum physicists have done quite well with no working theory for the quantum effects of gravity.
the pro from dover · 26 October 2006
sorry about the multiple posts-struggling to survive new computer.
Tony Whitson · 26 October 2006
I think one point in the White Paper needs to be corrected. The White Paper says that the No Child Left Behind Act "encourages schools to teach the controversy surrounding biological evolution" (p. 21). This is a reference to the "Santorum Amendment," which was cut from the legislation before NCLB was passed by Congress and signed into law. Despite representations by ID advocates NCLB actually does not mandate or "encourage" "teaching the controversy," this is not part of the law. Links to Ken Miller's page on this, and the DI rejoinder, are at
http://curricublog.org/2006/10/26/poynter-santorum/
Buho · 27 October 2006
Hey all. I hope you don't expect a line-by-line response to all of your responses to what I wrote. That would take several hours I don't have. Nevertheless, I've carefully read all of your comments, which are indeed important to me, so your words were not wasted.
My initial post was simply to point out that the scientific method, which includes experimentation and observation, is beyond the theory of universal common ancestry (what I assumed was meant by "evolution" in profromdover's original comment, since the article above is about the origins of life). Perhaps I'm wrong, but I cannot see how "observation" can include collection of fossils of historic activity. The activity itself must be inferred and cannot be observed. Likewise, I cannot see how "observation" of DNA of living creatures constitutes observation of diverging populations in the past. However, I can see how experimentation of critical hypothesized past events of universal common ancestry is possible, so I retract that part.
By the way, I intentionally took a slightly more extreme position simply to test some assumptions I've held without thought. I appreciate your feedback. Thank you for your time.
Buho · 27 October 2006
One quick note: Those who adhere to the definition "change over time" need to fine-tune this, because digestion of breakfast is exactly that. A definition that explains anything explains nothing. There are plenty other definitions of evolution that work MUCH better. If geologic time is important, then build that into your definition. When Pro says "evolution only deals with species diversification" then why didn't he say so in his "change over time" definition? Ambiguous definitions only confuse matters, especially in the evo/crea debate, since creationists will affirm "change over time."
Flint · 27 October 2006
Flint · 27 October 2006
'Rev Dr' Lenny Flank · 27 October 2006