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Other Columns Compromise on evolution 12/16/02 Patrick H. Young
Last week, the state school board voted unanimously to approve a new set of science standards that effectively allows educators the flexibility to access, examine and teach the evidence for and against evolution. This decision was not arrived at without disagreement. There was a last-ditch effort by pro-evolutionists to soften language in the standards that singles out evolution as a controversial theory. In the end, a majority of the board realized that while all scientists agree that adaptation and variation within species is an observable fact, there is tremendous controversy on the mechanism and viability of macro-evolution or proof that it happened at all. The board also agreed to a final-hour amendment stating that, "the intent of this indicator does not mandate the teaching or testing of intelligent design." While the pro-evolution portion of the board required this disclaimer to achieve a unanimous vote, the statement is effectively moot because there was no lobbying or suggestion that intelligent design would be a part of the high school science requirements. Moreover, while the new language makes clear that intelligent design is not a requirement, it inadvertently emphasizes that Ohio school districts have the freedom to choose for themselves whether or not it should be taught as part of the evolution controversy. Throughout the entire dialogue, evolutionists attempted to spread the false idea that intelligent design is a covert attempt to get religion into high school science class. But the thinking public finally realized that the actual debate was whether the selective use of evidence in the treatment of evolution should be considered a scientifically valid teaching method in Ohio's schools. If evidence can be selectively used, any argument can sound convincing. This is why dissension from the normal scope of beliefs should always be admitted in the public arena. If one side is allowed full access while the other is squelched, foundations of debate are lost and our freedom is in jeopardy. While the new science standards should be considered as a victory for proponents of the "teach the controversy" approach, they do not go far enough to adequately demonstrate the magnitude of this controversy. Several highly arguable aspects of evolutionary theory continue to be presented as fact in these standards. Further, there should be more specific statements designed to protect educators who choose to present a more balanced view of the evidence for and against evolution. The distinctly pro-evolution language in these standards should come as no surprise to anyone. The makeup of this writing team was heavily weighted toward an evolution-as-fact dogma. I challenge the state school board as this operation moves forward, to critically analyze the lack of "thought diversity" in the original group of writers and implement the necessary changes to complete the next phase of this process. Finally, the school board president should be commended for the atmosphere she created resulting in an open, honest dialogue of this highly controversial aspect of science. Some may disagree with the outcome of this yearlong debate, but the process used to achieve this decision provided ample opportunity for public input, discourse and education of the board.
Young, of Canal Winchester, holds a doctorate in chemistry and has been employed as a chemist and materials scientist in industry for more than 18 years. He is featured on the Web site: www.creationists.org/patrickyoung.html
© 2002 The Plain Dealer. Used with permission.
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