Teaching science, with a wink and a nod
We Americans love freedom. And education. When it comes to education, we especially love “academic freedom.” Who could be opposed to that?
That helps explain why “academic freedom” has become the latest fig leaf for anti-evolutionists. The latest example is a bill approved this week by an important legislative committee.
It would block school districts and administrators from taking action against any public school teacher who encourages students to “analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of theories of biological or chemical evolution.”
Missouri is one of five states where “academic freedom” legislation — based on a model written by the anti-evolution Discovery Institute — has been introduced. The others are Florida, Louisiana, Alabama, and Michigan. The anti-evolution advocacy group warns that teachers have faced “intimidation and retaliation” when they “attempt to discuss scientific criticisms of Darwinian evolution.”
The premise is that there’s some scientific controversy — and hence, some significant amount of “scientific criticism” — about evolution. In fact, it’s no more controversial than the theory of gravity. Evolution is, in fact, the central organizing principle of biology – the reason doctors screen for genetic disorders and drug makers develop new flu vaccines every year.
Evolution is widely accepted by biologists because it has been tested and vindicated so often. It does the best job of explaining all the scientific evidence. Scientific theories that so successfully explain evidence and predict future discoveries are generally only abandoned when someone proposes an alternate theory that does a better job. There is no scientific alternative to evolution.
There is, of course, creationism and its kissing cousin, Intelligent Design. But that’s not science, and it shouldn’t be taught in science class. Science seeks the cause of natural phenomena in observable evidence. It cannot accept a supernatural cause as an explanation because, by definition, there is no observable evidence of supernatural causes. That is the province of religion, not science.
House Bill 2554, sponsored by Rep. Robert Wayne Cooper, R-Camdenton, is a disservice to Missouri students. It purports to teach “critical thinking skills.” In fact, it would waste valuable classroom time when students should be learning about science and biology. If we expect our kids to compete in the global arena, we shouldn’t divert them with made-up controversies and fig-leaf politics.


John G. Carlton is an editorial writer who covers health care, science, the environment and public utilities. Before joining the editorial page, "Doc" was the newspaper's medical writer for four years. He has also worked at newspapers in Connecticut and New York. He's fond of heavy sarcasm and light anti-tank weapons. He lives in west St. Louis County with his wife, Martha Madigan, their daughter Ana and an overly enthusiastic Australian Shepherd dog, Savannah.
Lord knows schools need to teach critical thinking skills better, both in the science classroom and out. The irony is that if they did, more people would be able to spot the ridiculousness behind creationist/intelligent design a mile off and laugh these kooks right out of the room.
Say, maybe Dr Cooper’s bill isn’t a bad idea after all?