Showing posts with label antiscience. Show all posts
Showing posts with label antiscience. Show all posts

12 February, 2007

Wasting your life, creationist style

I suppose as a geologist I should feel angry and aggrieved about this newly minted PhD student:

…Dr. Ross is hardly a conventional paleontologist. He is a “young earth creationist” — he believes that the Bible is a literally true account of the creation of the universe, and that the earth is at most 10,000 years old.

For him, Dr. Ross said, the methods and theories of paleontology are one “paradigm” for studying the past, and Scripture is another. In the paleontological paradigm, he said, the dates in his dissertation are entirely appropriate. The fact that as a young earth creationist he has a different view just means, he said, “that I am separating the different paradigms.”

Later in the article is becomes fairly clear that his motivation for getting his doctorate is to use “the fact that he has a Ph.D. from a legitimate science department as a springboard [for pushing a literalist viewpoint].”

I can’t bring myself to be angry about this, though (even though I can understand why others might). Instead, I find it sad; a waste of half a decade or more of someone’s life. Getting through a PhD is no picnic at the best of times; in my experience it’s only your fundamental enthusiasm and interest in your subject that gets you through. Forcing yourself through the whole traumatic process when you believe, deep down, that every word you write, every measurement you make, and every conclusion you draw is fundamentally mistaken – well, let’s just say that I can’t see it doing wonders for your mental well-being.

Over at PZ’s (where this story came to my attention - see also Chad's take), a large proportion of the comments are debating whether the University of Rhode Island would be justified in withdrawing his doctorate - or even, given that they knew about his young-earth beliefs before he applied, whether he should have been admitted to the PhD programme in the first place. I’d have to unequivocally answer no, and yes, respectively. In the context of a PhD you can only be judged on what you have submitted, and his supervisor tells us all we need to know:
His subject was the abundance and spread of mosasaurs, marine reptiles that, as he wrote, vanished at the end of the Cretaceous era about 65 million years ago. The work is “impeccable,” said David E. Fastovsky, a paleontologist and professor of geosciences at the university who was Dr. Ross’s dissertation adviser. “He was working within a strictly scientific framework, a conventional scientific framework.”

“We are not here to certify his religious beliefs,” he said. “All I can tell you is he came here and did science that was completely defensible.”

Presuming that this is an accurate representation of his dissertation, it’s a no-brainer: he came, he followed the rules, and he advanced his field: so he earned his doctorate, however galling it may be that he has proceeded to use his qualification in the manner that he has – to add a veneer of scientific authority to flawed creationist arguments.

Besides, there’s something else interesting about this story: the fact that when push came to shove, to get his qualification he had to follow the ground rules of science. And when he did that, what happened to all those big, obvious, gaping holes in the scientific picture of an old earth and common descent that we hear so much about? Did he try, even slightly, to cast some light on those holes with his research? It doesn’t look like it to me. Rather than a bold assault on the evil Darwinian empire, we get some meandering about “working within a particular paradigm of earth history”. Likewise, despite his self-declared mission to destroy Darwinism, it seems that Johnathan Wells kept his powder dry during his time at Berkeley. In both cases, the choice to use the PhD qualification as a rhetorical weapon, rather than the PhD research, pretty much tells you all you need to know.

15 January, 2007

Did you know your irony meter could go 'whee'?

It seems that the MP-nagging activities of your friendly neighbourhood science bloggers has caught the attention of Truth In Science, although I was a little puzzled that they directed their readers to this post rather than the one with the letter from my MP. The one that quite clearly states that the Truth In Science packs are “not a suitable resource for the science curriculum”.

Ah. That’s because they’re trying to spin the Department of Education’s response. A pinch of selective quoting (‘not an appropriate resource to support the science curriculum.’ becomes ‘not “appropriate…to support the science curriculum.”’), and off we go!

The national curriculum is a minimum standard. It exists to guarantee that every young person receives a basic education. Teachers are free to go teach more than the minimum requirements of the national curriculum. Even if intelligent design is “not included in the science curriculum,” this simply means that it is not compulsory in all schools. It does not constitute a ban.

So a statement that a certain teaching pack can’t be used as part of the science curriculum really means that it’s ok to use it - you just don’t have to. How kind.

But, thanks to this sterling bit of reasoning, today I learnt that my irony meter can go ‘whee’. It’s a whole new setting that I wasn’t even aware of.

10 January, 2007

Westminster: bastion of scientific illiteracy

Miss Prism’s MP favours ”a balanced approach to the various theories of origin." in secondary school science classes. Odd, I thought we were talking about evolution, not the origin of life.

So far, 2 out of the 7 MPs that are known to have been contacted about the Truth in Science packs appear to be comfortable with mixing up empirical science and religious faith. This is admittedly a small sample size, but taken with the fact that more MPs felt moved last November to rejoice about 100 years of Rugby League than register their support for the Early Day Motion about Truth In Science, it doesn’t exactly instil great confidence in our elected representatives. At least the Department of Education were prompted to action, making a strong statement which my MP gave me a preview of (update: and people coming here via the Truth In Science should definitely read). And heartening scepticism of the commentators on this short article by Truth In Science member Richard Buggs is a nice contrast to the norm, too.

07 December, 2006

Truth In Science on Newsnight

Via Richard Dawkin's website, I've been made aware that Truth in Science recently featured on Newsnight. The clip posted there rather annoyingly cuts off before the end of the segment, but I've found another, full version on YouTube:



The report states that 59 secondary schools (out of 4,230) have accepted the Truth in Science packs, although again there is no indication of how this number was arrived at, or what "accepted" means: wrote effusive thank you note? didn't return it or say they'd binned it? The interview at the end involves Paxman, head of Truth in Science Andy Macintosh, and Lewis Wolpert. I'd love to say otherwise, but Wolpert didn't do very well really. There was lots of huffing and puffing about how "it's not science, it's religion"; this is true, of course, but makes him easy to charicature as a "flustered defender of the crumbling Darwinian Orthodoxy". To be effective in such situations, pro-science people need to stay calm, and focus on getting some important points out to the average viewer:

  • Scientists have no trouble with criticism of evolution, or any theory - that's how science works, and how it progresses. But we'd prefer those criticisms not be ones that have been shown, time and again, to be flawed. For example, any criticism which rails against "random chance" is not a criticism of evolution, because it's ignoring the 'selection' part of natural selection.
  • Furthermore, to properly interpret criticism you need a firm theoretical understanding of the theory you're criticising. The level of instruction provided by the National Curriculum is scant enough, without muddying the waters further with pseudoscience that the students are ill-equipped to evaluate rigorously.
  • And let's be clear - "evolution can't explain x, therefore ID" is not an example of the scientific method in action, and "an unspecified intelligence at some point did something to DNA by some unspecified mechanism" is not a scientific hypothesis. When you make some positive hypotheses about the nature of God- sorry, The Designer- and when and how he has done his designing, and show (by experiment, not assertion) that your hypotheses explain the facts better than evolution does, then biologists might start taking ID seriously.
  • Please, please stop waffling on about information being separate from energy and matter. Information is a property of energy and matter. It's like saying that you can have "chocolate flavour" without the ice cream.

Sadly, in this case I think the only hit was scored by Paxman when he pressed Macintosh on who he thought the Designer was - and got nothing but weasel in reply.

21 November, 2006

My democratic experiment concludes

...and, I have to say, the result is surprisingly positive. As promised in his last response, I received a follow-up letter from my MP John Denham, which I reproduce below. Bolded words were underlined in pen in the original.

Thank you for contacting me regarding the "Truth In Science" resource packs.

Neither the Department for Skills and Education nor the Qualifications and Curriculum Authority (QCA) have been involved in the development or distribution of the "Truth In Science" resource packs to schools.

It is up to schools to decide what teaching resources they need to help them deliver the national curriculum. However the Minister agrees with you that the "Truth In Science" information is not a suitable resource for the science curriculum.

The programme of study sets out the legal requirements of the national curriculum. There are two programmes currently operating in key stage 4 sciences:

  • Pupils in year 11 are following the 2000 programme of study
  • Pupils in year 10 are following the 2006 programme of study

Both programmes include a focus on the nature of science as a subject discipline including what constitutes scientific evidence and how this is established by experimentation. Pupils also learn about scientific theories with extensive supporting evidence from established bodies of scientific knowledge.

The Minister would like to assure you that he is working with the QCA to find a suitable way of communicating to schools that the "Truth In Science" is not part of the science national curriculum.

Yours sincerely,

For non-Brits, Year 11 are 15/16 year-olds (the last year of compulsory education, at the end of which the students sit GCSE exams), Year 10 are 14/15 year-olds. Follow the links to compare the relevent parts of the 2000 programme of study, and the 2006 version. The troubling section 1 b) is being changed significantly in the newer standards, which is in itself somewhat reassuring.

When I started this little experiment I was not exactly optimistic about a positive outcome - but I have been very pleasantly surprised. Not only did my MP acknowledge my communications, but he actually took action based on my concerns. Even better, it seems that those in a position to actually do something are aware of and concerned about the actions of Truth In Science (lets just hope that they don't have to run it past the PM first). This is more due to the efforts of others, I suspect, but every little helps, and this whole episode demonstrates that, through tools like writetothem, it isn't hard to supply that little.

Although the experiences of others show that I may be quite lucky to have a conscientious and savvy MP (he's even started a blog specifically to get feedback from his constituents), I find myself in the happy position of having had a cynical prediction - about politics, no less - proved wrong. In my next post: gravity defying pigs.

Update: Unbearable Lightness has also got a positive response; postblogger is still drumming his fingers, and has finally named and shamed his rather up-of-himself MP.

06 November, 2006

My democratic experiment continues

In slightly more encouraging news, I received a response to my e-mail to John Denham about the activities of Truth In Science. I reproduce it below:


Thank you for your email asking me to sign EDM 2708.

Although Early Day Motions can be a helpful expression of back bench parliamentary opinion, I feel that they are somewhat over used and their impact somewhat diluted. For this reason I only very occasionally add my name to EDM's.

Nonetheless your letter has prompted me to consider the issues you have raised carefully and I have therefore written to the relevent ministers on your behalf.

I will contact you as soon as I receive a detailed reply,

Yours sincerely

JOHN DENHAM MP
SOUTHAMPTON ITCHEN

Well, it's slightly up on 'John thanks you for your interest and will take the matter under consideration', but it still has a slight form letter quality to it, doesn't it? It's a little disappointing that he won't sign the EDM, but the fact that he has forwarded my concerns up the chain of command means that my letter pretty much had the desired effect. Besides, I can see his point - EDM 2708 has collected 39 signatures so far, which isn't nearly enough to make it stand out from the crowd, and his spell as a government minister (before resigning over the Iraq War) has possibly given him some insight into how muchlittle EDMs actually register at the highest levels of government.

So, a cautious thumbs up to my local MP; it will be interesting to see what, if any, response will be forthcoming from 'the relevent ministers'.

Update: I’m not the only one who’s been writing to their MPs about this, and via Pharyngula, I see that Postblogger is currently leading the ‘most unhelpful response’ category: his un-named (Tory?) MP responded with
I would be very happy to act on this matter as soon as you can prove beyond all reasonable doubt that Creationism is not true, and I look forward to hearing from you as soon as possible.

Two apparent successes though: Mark Frank’s MP Sandra Gidley, a Liberal Democrat, told him she was signing up (although she’s yet to appear on the on-line list of signatories), and outeast seems have had a hand in getting Liam Fox to sign (as he’s the Shadow Defence Secretary, we can safely say that not all Tories are with the forces of ignorance on this one). I’d be interested to hear of any other successes or failures, which I'll add below

  • Sharon Hodgson (Labour) at prompting of Jim Windram.

19 October, 2006

A little experiment in democracy

Via Pharyngula, I've learnt that an Early Day Motion regarding the activities of Truth In Science has been tabled in Parliament:


That this House shares the concerns of the British Centre for Science Education that the literature being sent to every school in the United Kingdom by the creationist religious group Truth in Science is full of scientific mistakes and fails to disclose the group's creationist beliefs and objectives; and urges all schools to treat this literature with extreme caution.

It seems that the British Centre For Science Education was involved in the tabling of this motion; as they caution when talking about this on their website, no matter how many MPs sign up, it is unlikely to trigger a full Parliamentary debate; but a large number of signatories may allow an EDM 'to impinge on Cabinet conciousness'. So, following the example and suggestions of some of the Pharyngula commentators, I went to writetothem.com and sent the following to my local (Labour) MP:

Dear John Denham,

I was wondering if you are aware of the activities of a creationist group going by the name of 'Truth in Science', which recently mass-mailed "resource packs" to UK secondary schools. Whilst ostensibly encouraging biology teachers to address the 'controversies' in evolutionary theory, these packs offer nothing but a mish-mash of bad and extensively debunked arguments intended to confuse students about the current status of biological science, and suggest a false scientific equivalence between the theory of evolution and more literalist interpretations of the Bible (currently hiding behind the phrase 'Intelligent Design'). The extensive scientific inaccuracies contained in Truth in Science's literature, and the strong creationist links of its principal members, are well documented by the British Centre For Science Education (http://www.bcseweb.org.uk/index.php).

Your colleague Graham Stringer has submitted an early day motion (EDM 2708)which repudiates the approach of this group and advises schools to treat this material with caution. Quite aside from the fact that this group is encouraging the teaching of bad science, muddying the boundaries between science and peoples' different religious views is inherently dangerous, particularly in the current climate (and in the view of the present vogue for faith schools). I hope that you will consider supporting this motion.

Yours sincerely,

I'm somewhat cynical about whether this e-mail just won't be junked by a secretary somewhere, but it's worth a go. I'll keep you posted on whether I get a response, and (more imporatantly) whether I get him to sign up.

12 October, 2006

Some updates

More info on the North Korean nuclear test (or ‘tesr’, as it was in my title for a couple of days): Jake points to CNN report that it was supposed to be a 4 kiloton device - that’s what the Chinese were told by North Korean officials before the test, anyway. If a 10-15 kT device generates a magnitude 5, magnitude 4.2 would represent a yield of 1.6-2.4 kT (very rough calculation – it’s a logarithmic scale, and the starting figure isn’t exactly precise), so it’s a little on the low side, indicating something didn’t go right (it’s not completely impossible that some bizarre combination of large cavity size and local geology led to very inefficient conversion into seismic waves, but that would be mighty convenient). Arms Control Wonk has some speculations on what - plutonium is much more tricky than uranium, it seems. Meanwhile, the Lab Lemming takes the time to debunk the hysteria over a possible second test (quite how a subduction zone earthquake off the Japanese coast got mixed up with a shallow explosion on the Korean Penisula is beyond me - when I first heard this rumour I just looked up the USGS map of recent activity - which clearly just shows Monday's event - and that was that).

Further to my rant about Truth in Science, I was glad to discover that there’s more than a few of us who aren’t going to let their false appeal to ‘balance’ fool anyone. The British Centre For Science Education have a whole section devoted to Truth in Science, and they’ve dug up some interesting facts about the clear creationist roots of the major players in this organisation as well as joining in the debunk-fest. Science, Just Science are also on the case, with a whole topic in their discussion forums. It’s nice to know I’m not the only one worrying about this; although we may not be quite as infected with the creationism meme over here, we don’t have that pesky separation of church and state thing either.

09 October, 2006

UK successfully clones Discovery Institute

See also my update

I had this weekend all planned out: chill out for a bit, play around with next week’s lectures, maybe even finally sort out how to migrate everything over to Blogger Beta without destroying my layout. Unfortunately, the letters page of Saturday’s Times has sent me off on a slightly depressing tangent. Three letters were part of a continuing discussion about a story in the Times Education Supplement a week or two ago, about the recent activities of a group called Truth In Science.


Every secondary school in the UK has been targeted in a new campaign promoting the teaching of creationism in science lessons. Heads of science at 5,000 schools have been sent teaching materials casting doubt on Darwin’s theory of evolution and encouraging children to consider alternative interpretations of life on earth. A booklet and two DVDs, created by Truth In Science, an influential group of academics and clergymen advocating more “balance” in GCSE and A-level science, were mailed to private and state schools this week.

The discussion has led one of the members of the ‘scientific panel’ of Truth in Science to write in:

Truth in Science is seeking to enable school science students to follow the evidence for and against evolution wherever it leads.

We are committed to truthfulness and good science, and invite our critics to identify the alleged “scientific errors” of our website. Where convinced they occur, we will correct them.

Okay then.

I’ll ignore the fact that members of a group calling itself ‘Truth In Science’ have rather obviously failed to grasp the rather fundamental point that science is not engaged in a search for Truth, but models which have predictive and explanatory power. I’ll also pass over the fact that the first thing on their website (I’m not linking to it, but it's truthinscience.org.uk if you’re interested) is exactly the sort of weasel-like interpretation of a statement in the National Curriculum I feared when I first saw it (sometimes I hate it when I’m right). I’ll even be charitable and give them a pass on the fact that, for all their talk of misrepresentation of alternatives to evolutionary theory, there’s nary a mention of what they might be in their non-misrepresented form. Let’s instead examine a few items on the laundry-list rather bizarrely entitled ‘Evidence for Evolution’, which I suppose is trying to imply that it represents the best modern science has got.
  • Antibiotic resistance:

    Most types of antibiotic resistance were already in existence before antibiotics were discovered and used extensively to treat infectious diseases.

    ‘Most’ is pure weasel, hedging bets against the obvious rebuttals that antibiotic resistance does evolve. Of course, that’s only “microevolution” because “they’re still bacteria”. Clearly these guys haven’t seen that when it comes to diversity, bacteria beat us hands down – it’s just all at the biochemical level.

  • Comparative Genetics and Biochemistry

    There is, of course, much dissimilarity between living organisms, some of these at a very fundamental level. For example, the standard system of genetic code used by humans is not universal. Eighteen different genetic codes have been found in various species. Many scientists see this as evidence that all life does not come from a single common ancestor.

    Name some, please (biochemists, preferably). It’s true that some variations in the standard genetic code have been discovered, only a few of the 64 codons are different in any of these variants. Look, for example, at the mitochondrial genetic code; and here’s a full list of known variations and their taxonomic ranges. Note that most are found in bacteria and other single celled-organisms, which are merely microevolving so don’t count anyway. Yes, that was sarcasm.

  • The Fossil Record

    The key problem is this: Darwin’s theory relies on minute changes in organisms which slowly accumulate, gradually changing the organism until it eventually becomes a new species. If this is correct, then the fossil record should contain many fossils with forms intermediate between different species. This is not what the fossil record shows.

    One word: Tiktaalik (see also here. Or how about when whales went back the other way? Or the increasing cranial capacity of hominids?.

    About half of the major animal groups appear, fully formed, in the Cambrian strata of rocks, with out any fossilised ancestors.

    Wrong, unless you think tens of millions of years is ‘sudden’. And, at the time, all the major animal groups were ‘variations on a theme of worm’, anyway. There were no mammals, reptiles, birds, even insects, as we know them.

Well that wasn’t hard, and I could go on, but when I saw them harping on about Peppered Moths and Haeckel’s embryos, it became clear that this is just Jonathan Wells’ Icons of Evolution, redux, and that has been pretty finely shredded by people far more qualified than me - as has it’s new, unimproved incarnation.

Besides, I don’t want to rot my brain too much. I’m meant to be teaching actual science tomorrow.

11 August, 2006

Evolution still OK in the UK

People over the pond (see here, here or here) are somewhat distressed by this graph:



It’s from an article in this week’s Science [doi], and combines the results of surveys in the US, 32 EU or soon to be EU countries, and Japan (the latter was in 2001, the others all last year). The participants were asked a straight yes/no/don’t know question about the validity of evolutionary theory. The USA were edged out by Turkey for bottom spot, showing that the Abrahamic faiths can at least agree on one issue.

However, there is good news for us Brits: we might not be as scientifically ignorant as the BBC poll I blogged about earlier in the year suggested. Whereas that poll suggested that only 48% of the population were convinced evolution happened, in this study it’s more like 70-75%. At the time, I hypothesised that the supposed 17% who supported Intelligent Design may have mixed it up with “some sort of ‘guided evolution/God probably had something to do with it somewhere’-type theism”. If this was the case, the two groups would combine in a a less ambiguous poll like this to give us our 70%. A slightly more nuanced 2003 survey in the supplementary material, where more than half of the 69% who err on the side of Darwin only think evolution is ‘probably true’, supports this interpretation. Likewise, only of the 15% who are creationist-leaning only 8% are True Believers. Typical Brit fence- sitting there

So, should I feel smug first, or relieved?

13 April, 2006

Steve Jones at the Royal Society

On Tuesday evening, Steve Jones gave his talk entitled ‘Why Creationism is wrong and Evolution is right’ at the Royal Society. When I first mentioned this I was quite tempted to go along; as it turned out, my housemate was having his PhD viva that day and I was committed to haunting the pubs of Southampton in celebration (the
mixed
success of other bloggers suggests that I may not have made it in anyway). Fortunately, the Royal Society has now put a recording online (although annoyingly, the camera rarely shows the slides). Sometimes the Internet is more than a Tool of Procrastination…

Jones has won several awards for his science communication and it’s not hard to see why: he’s an engaging speaker, capable of explaining important points without lapsing into jargon, and adding humour without it seeming too forced. What was interesting was that despite the provocative title, he barely discussed creationism at all, and he certainly didn’t waste time debunking irreducible complexity or any other ID ‘science’. Instead, he allocated most of his time to making a positive argument for ‘descent with modification’ in action, using the examples of human languages and the evolution of the HIV virus. These were well chosen: in both cases changes are happening over decades and centuries rather than millions of years, which are much more comprehensible timescales for the average person; in both cases there is a wealth of available data which allows lines of descent to be reconstructed more easily and robustly; and HIV is also a highly relevant illustration of how understanding evolution is vital for fighting diseases. I especially liked the phrase he used to link his two examples:

you can’t learn to speak any language properly without understanding the grammar, and you can’t be a biologist without understanding evolution.


Jones returned to language at the end of his talk, where he suggested that we as a species have ‘stepped outside the universe of Darwin’ by developing a means of information transfer outside of DNA, which is an interesting line to take. he seems to feel that a weak point exploited by creationists is the idea that accepting evolution, particularly our primate ancestry, demeans us as human beings in some way, and he is trying to take the sting out of that implication - ‘don’t worry folks, science says we’re special too!’

So, it wasn’t what I was expecting, but I was impressed; I think Steve Jones has thought quite hard about the creationism issue and how to confront it. He said that until recently he was in agreement with Richard Dawkins’ assertion that debating with creationists was a non-starter. In some ways, he has not changed that view, but has instead decided that he can still contribute, by giving the kind of talk that a creationist/IDer cannot give, because their arguments are pretty exclusively negative denunciations of evolutionary science. The contrast was certainly striking, at least to me.

11 March, 2006

'Teach the controversy', UK style

It's odd really. My introduction to the world of blogging came through my exploration of the whole ID/creationism issue (which got me reading the Panda's Thumb, which introduced me to Pharyngula and many other science blogs), but I didn't really envisage writing about it much on my own blog. Here in the UK the debate has always seemed to be much more low-level, not really involving the government and courts the way it has in the US. Now, however, the publicity around the Dover trial seems to have stirred something up, or at least started our media examining attitudes to ID and creationism in this country more closely than they have in the past. And the picture has not been especially encouraging, as I have written about here and here.

Now I read in The Times that the OCR examinations board is planning to reference creationism in its new GCSE biology syllabus (also reported by the BBC here). Do we need to start panicking?

If you download the new OCR syllabus (pdf) and examine the relevent section (Item B2f: Survival of the Fittest, on pages 33-35) you will find no mention of ID concepts, or even the "weaknesses in the theory of evolution" rubbish that people are trying to write into the syllabuses in the US. There are two "Assessable learning outcomes" which probably sparked the hysteria:


  • Explain that the fossil record has been interpreted differently over time (e.g. creationist interpretation) (Page 35, top).

  • Explain the reasons why the theory of evolution by natural selection met with an initially hostile response (social and historical context) (Page 35, bottom).


Well, the language there could have been a bit tighter, perhaps, but given that the treatment of evolutionary concepts appears sound on the whole, I think this is aimed at discussing creationism as a failed explanation from the 19th century, rather than a credible modern alternative to evolutionary theory (there is also a discussion of Lamarackian inheritance). In other words, I agree with this comment from Flitcraft in the inevitable discussion over at Pharyngula:

There is the possibility that a Creationist teacher might seize on [those sentences] as an excuse to do some mischief, but given the way the syllabus covers things like debunking Lamarck, I think this is an attempt to teach some history of science rather than a pop at putting a Creationist trojan horse into the exam syllabus.


The exam board have also posted this statement:

At OCR, we believe candidates need to understand the social and historical context to scientific ideas both pre and post Darwin.

In our Gateway Science specification, candidates are asked to discuss why the opponents of Darwinism thought the way they did and how scientific controversies can arise from different ways of interpreting empirical evidence (my emphasis).

Creationism and 'intelligent design' are not regarded by OCR as scientific theories. They are beliefs that do not lie within scientific understanding.


The last paragraph is strong enough to offset the fact that the statement I've bolded sounds a little bit weasel-like. Interestingly, this part is lifted almost verbatim from the National Curriculum itself, where, rather suspiciously, evolutionary theory is singled out as a 'scientific controversy'. The exam boards are not the people we should be keeping our eyes on, perhaps.

21 February, 2006

Creationism on the march

When I discussed last month’s BBC poll which showed worryingly high levels of support for ID and creationism, I argued that some ambiguities in the questioning may have exaggerated the problem. It’s rare for me to suffer from excessive optimism, but this report in today’s Guardian does not make happy reading.


A growing number of science students on British campuses and in sixth form colleges are challenging the theory of evolution and arguing that Darwin was wrong.

The article cites medical students at Guy’s Hospital in London distributing anti-evolution leaflets as part of Islam Awareness Week; reports from an unnamed campus of students being failed for presenting creationist accounts as fact in their exam scripts; and the following testimony:

Most of the next generation of medical and science students could well be creationists, according to a biology teacher at a leading London sixth-form college. "The vast majority of my students now believe in creationism," she said, "and these are thinking young people who are able and articulate and not at the dim end at all."

It’s true that these are isolated incidents. But it is a worrying pattern, particularly because these stories are all about medicine and science students, who should have had more exposure to biology than most. Muslim or Christian, the fundamentalist notion that faith cannot be reconciled with the findings of science is apparently becoming increasingly pernicious.

The Royal Society is worried enough about all of this that it has invited Steve Jones (geneticist and author of a number of popular science books) to give a public lecture in April entitled Why Creationism is Wrong (details here). I’m finding myself quite tempted to go along.

27 January, 2006

IDiots in the UK

The BBC reports that a survey of public attitudes towards evolutionary theory, taken to coincide with an episode of Horizon about Intelligent Design (ID), found that only 48% of the people questioned thought evolutionary theory ‘best described their view of the origin and development of life’, whereas 17% and 22% opted for ID and creationism, respectively.

ID watchers over the other side of the Atlantic are scratching their heads at our apparent eagerness to join them on a ride down the slope of scientific illiteracy, but I’m not sure it’s as bad as all that, as I’ll discuss in a moment. First, however, I’ll briefly review the Horizon which prompted it. The piece was entitled ‘A War On Science’, and examined the ID movement mainly through the lens of the recent Dover Trial. We got to meet all of the design big guns: Philip Johnson, Stephen Meyer, Michael Behe and William Dembski (I was most entertained by the fact that Behe was interviewed in a fairground – an interesting choice!). Their arguments were mainly addressed by Ken Miller (whose simple rebuttal of Dembski’s post-hoc mathematical handwaving was especially good), with some support from people more recognisable to us Brits: Richard Dawkins came across much better than he did in his own programme (and had the best put-down, with his complaint that in all of science, it was only in biology that researchers had to waste time battling ‘the yapping terriers of ignorance’); and it was especially nice to have David Attenborough weigh in, and strongly too, on the side of empirically supported science.

This was all reasonably good, but problems arose towards the end of the programme, as we awaited the outcome of the Dover Trial and the narrative tried to ramp up the tension. As it did so it blurred the distinction between the effect the result might have on the opinions of the scientific community (i.e., none) and its wider cultural impact (given that many of the interviews seemed to have been done before or during the trial itself, I think the producers may have been expecting the reverse decision and were collecting material for ‘The Day Science Died’). The implication that the courts are the ultimate arbiter of things scientific is, of course, completely wrong. Nonetheless, the whole ID thing has much less exposure over in the UK than in the US (I’m just a strange Panda’s Thumb addict), and I think in that context it was a pretty good introduction.

With that it mind, what is the meaning of this survey? Personally, I feel there’s some room for ambiguity in these results, because I don’t think many people in the average UK street would actually know what ID is. How many of the 17% who opted for ID knew what it was before they were asked about it? The BBC definition (which may or may not have been the one used by the survey) is:

Intelligent design is the concept that certain features of living things are so complex that their existence is better explained by an "intelligent process" than natural selection.

This is fine if you already know what ID is, but to the less aware would be quite easy to mix up with some sort of ‘guided evolution/God probably had something to do with it somewhere’-type theism. Of course, without knowing the specific questions that were asked, it’s hard to know for sure.

Gloom can also be offset by comparison to two recent survey results from the USA, here (which asked specifically about views on human evolution) and here. It isn’t possible to compare the results from these surveys in a completely objective way, because they asked slightly different questions and allowed for slightly different responses, but I’ve given it a go in the chart below: the horizontal axis plots response groups from the three surveys according to how ‘sciency’ their views are (or how ‘godly’ they aren’t).



The distribution of opinion for the UK survey is almost a mirror image of that in the States – if the Stateside bloggers found 48% of their own citizens were suddenly evo-friendly, I think they’d be cracking open their beers in celebration…

The other reported part of the survey, which appears more worrying at first glance, asks the respondents, from the three alternatives, ‘which one or ones they would like to see taught in science lessons in British schools’ (my emphasis). While 69% wanted evolution taught, ID and creationism also garnered 41% and 44%, respectively. Because people could choose one, two, or all three, without further information on the distribution of responses it’s difficult to assess what’s going on. I strongly suspect that people who thought creationism should be included were also keen on ID (as an ‘at least’ option) and there will be very little overlap between evolution and ID/creationism voters. I could be wrong of course, and 40% of people wanting to stick apologetics into science class is still worryingly high (unless people were thinking along the lines of showing how Darwin overturned the creationist model - I covered heliocentrism in GCSE Physics in a similar fashion). Hopefully the pollsters will clear everything up at some point by publishing the results in more detail, including what they actually asked!

10 January, 2006

Richard Dawkins' The Root of All Evil?

You have to love Channel 4. On the one hand, this is the channel that is currently bringing us Celebrity Only (But In Their Own Minds) Big Brother, and is responsible for Space Cadets, the current low water mark for 'reality' (or 'make the proles look stupid') TV. But then last night it gave Richard Dawkins, the atheist Christians love to hate, the first of two prime-time slots to put forth his...erm...passionate views on religion (go here for the Channel 4 blurb). Now that's diversity.

I must admit straight away that I like Richard Dawkins. His writings about evolutionary biology are models of clarity, and in his more general writings on science he articulates an awe and wonder at the Universe revealed by science makes you realise that he is a long way from the nihilistic caricature often called up by his opponents. However, he makes no secret of his disdain for religion, and his use of his position in the public consciousness to make negative pronouncements on 'the process of non-thinking called faith' have earned him censure even from those who have sympathy for his views. But let's face it, religious bigotry is hardly soley the purview of the atheist; indeed, to paraphrase one of Dawkins' more famous quotes (which he used himself in the programme last night), we are all condescending and bigoted about most of the religions that humanity has ever believed in; he just goes one religion further.

That said, I'm not really sure what this program was trying to achieve. The actual scientific content was quite thin (what was there was well-explained), and as a meditation on why people reject reality in favour of ancient holy texts it wasn't particularly illuminating either. This was, I feel, the fault of both the interviewer and also the choice of interviewees. Dawkins was disinclined or unable to conceal his distaste for the views of those he was talking to - I suspect the former, because he also made several statements which were bound to inflame the discussion. For example, when talking with the Ted Haggard, president of the National Association of Evangelicals, he told him,'I was impressed by your show, it reminded me very much of...' paused, waited for everyone to mentally fill in '...rock concert', then finished '...the Nuremberg rallies'. Not likely to go down well. And it's really not much of a revelation that Haggard is not a great believer in the scientific method - I'm more interested in the why. Because this stuff is not restricted to the American Bible Belt; I personally know many evangelical Christians, both in the UK and abroad, who are surprisingly (and disturbingly) sympathetic to notions of Biblical literalism, and who are therefore rather uncomfortable when I talk about things geological. Why do they reject the majestic, strange and mind-blowing cosmos revealed by science, far more worthy of their God, in favour of the limited and petulant deity perceived by our ancestors? I don't think you're not likely to gain much insight into this question when you compare your subject to the Nazis (the interview with Haggard did, however, provide the most entertaining moment in the whole hour, when he said that he knew scientists 'who did not believe that structures like the eye and the ear could ever have arisen by accident'. Dawkins' own eyes almost exploded in the face of this misrepresentation of evolutionary theory).

Trawling the blogosphere for other posts which discussed this programme, two stand out. There's a much fuller review than I have time for at leyton.org; and A Very British Dude points out that Dawkins, rather oddly perhaps, omitted to talk about how the religious 'meme' from an evolutionary perspective (it might, for example, confer some advantage in terms of creating united, expansionist societies). I wonder whether Dawkins' second programme, unprovocatively entitled 'The Virus of Faith', might talk about that. Dude's conclusion is a bit dystopic for my taste, but it's well worth a read.