AAAS Board Address "Intelligent Design"

Chris OConnor

The below article is taken directly off the AAAS site located at www.aaas.org/. The American Association of the Advancement of Science has issued a Resolution about teaching ID in the classroom as follows:

The contemporary theory of biological evolution is one of the most robust products of scientific inquiry. It is the foundation for research in many areas of biology as well as an essential element of science education. To become informed and responsible citizens in our contemporary technological world, students need to study the theories and empirical evidence central to current scientific understanding.

Over the past several years proponents of so-called "intelligent design theory," also known as ID, have challenged the accepted scientific theory of biological evolution. As part of this effort they have sought to introduce the teaching of "intelligent design theory" into the science curricula of the public schools. The movement presents "intelligent design theory" to the public as a theoretical innovation, supported by scientific evidence, that offers a more adequate explanation for the origin of the diversity of living organisms than the current scientifically accepted theory of evolution. In response to this effort, individual scientists and philosophers of science have provided substantive critiques of "intelligent design," demonstrating significant conceptual flaws in its formulation, a lack of credible scientific evidence, and misrepresentations of scientific facts.

Recognizing that the "intelligent design theory" represents a challenge to the quality of science education, the Board of Directors of the AAAS unanimously adopts the following resolution:

Whereas, ID proponents claim that contemporary evolutionary theory is incapable of explaining the origin of the diversity of living organisms;

Whereas, to date, the ID movement has failed to offer credible scientific evidence to support their claim that ID undermines the current scientifically accepted theory of evolution;

Whereas, the ID movement has not proposed a scientific means of testing its claims;

Therefore Be It Resolved, that the lack of scientific warrant for so-called "intelligent design theory" makes it improper to include as a part of science education;

Therefore Be Further It Resolved, that AAAS urges citizens across the nation to oppose the establishment of policies that would permit the teaching of "intelligent design theory" as a part of the science curricula of the public schools;

Therefore Be It Further Resolved, that AAAS calls upon its members to assist those engaged in overseeing science education policy to understand the nature of science, the content of contemporary evolutionary theory and the inappropriateness of "intelligent design theory" as subject matter for science education;

Therefore Be Further It Resolved, that AAAS encourages its affiliated societies to endorse this resolution and to communicate their support to appropriate parties at the federal, state and local levels of the government.

Approved by the AAAS Board of Directors on 10/18/02

The related article as seen on the AAAS site:

The AAAS Board recently passed a resolution urging policymakers to oppose teaching "Intelligent Design Theory" within science classrooms, but rather, to keep it separate, in the same way that creationism and other religious teachings are currently handled.

"The United States has promised that no child will be left behind in the classroom," said Alan I. Leshner, CEO and executive publisher for AAAS. "If intelligent design theory is presented within science courses as factually based, it is likely to confuse American schoolchildren and to undermine the integrity of U.S. science education."

American society supports and encourages a broad range of viewpoints, Leshner noted. While this diversity enriches the educational experience for students, he added, science-based information and conceptual belief systems should not be presented together.

Peter H. Raven, chairman of the AAAS Board of Directors, agreed:

"The ID movement argues that random mutation in nature and natural selection can't explain the diversity of life forms or their complexity and that these things may be explained only by an extra-natural intelligent agent," said Raven, Director of the Missouri Botanical Garden. "This is an interesting philosophical or theological concept, and some people have strong feelings about it. Unfortunately, it's being put forth as a scientifically based alternative to the theory of biological evolution. Intelligent design theory has so far not been supported by peer-reviewed, published evidence."

In contrast, the theory of biological evolution is well-supported, and not a "disputed view" within the scientific community, as some ID proponents have suggested, for example, through "disclaimer" stickers affixed to textbooks in Cobb County, Georgia.

"The contemporary theory of biological evolution is one of the most robust products of scientific inquiry," the AAAS Board of Directors wrote in a resolution released today. "AAAS urges citizens across the nation to oppose the establishment of policies that would permit the teaching of `intelligent design theory' as a part of the science curriculum of the public schools."

The AAAS Board resolved to oppose claims that intelligent design theory is scientifically based, in response to a number of recent ID-related threats to public science education.

In Georgia, for example, the Cobb County District School Board decided in March this year to affix stickers to science textbooks, telling students that "evolution is a theory, not a fact, regarding the origin of living things." Following a lawsuit filed August 21 by the American Civil Liberties Union of Georgia, the school board on September 26 modified its policy statement, but again described evolution as a "disputed view" that must be "balanced" in the classroom, taking into account other family teachings. The exact impact of the amended school board policy in Cobb County classrooms remains unclear.

A similar challenge is underway in Ohio, where the state's education board on October 14 passed a unanimous, though preliminary vote to keep ID theory out of the state's science classrooms. But, their ruling left the door open for local school districts to present ID theory together with science, and suggested that scientists should "continue to investigate and critically analyze aspects of evolutionary theory." In fact, even while the state-level debate continued, the Patrick Henry Local School District, based in Columbus, passed a motion this June to support "the idea of intelligent design being included as appropriate in classroom discussions in addition to other scientific theories."

The Ohio State Education Board is inviting further public comment through November. In December, board members will vote to conclusively determine whether alternatives to evolution should be included in new guidelines that spell out what students need to know about science at different grade levels. Meanwhile, ID theorists have reportedly been active in Missouri, Kansas, New Mexico, New Jersey, and other states, as well Ohio and Georgia.

While asking policymakers to oppose the teaching of ID theory within science classes, the AAAS also called on its 272 affiliated societies, its members, and the public to promote fact-based, standards-based science education for American schoolchildren.

Any opinions on the teaching of ID in the classroom?

Chris

"Great spirits have always encountered violent opposition from mediocre minds." -- Albert Einstein

"If you're not a born-again Christian, you're a failure as a human being." - Jerry Falwell

"I don't see any god up here." - Yuri Alekseyevich Gagarin (the first man in space), speaking from orbit, 1961.

Edited by: Chris OConnor at: 11/9/02 10:10:44 pm

ZachSylvanus

Yeah, I've got one. Don't do it. So its a "family teaching". If 1+1 = 5 is held to be true by a group of people, it doesn't deserve teaching in the classroom, because it's incorrect. Same deal. If you can't back up your statements with science, you aren't teaching science, you're teaching fantasy.

Chris OConnor

Zach:

Quote:
Yeah, I've got one. Don't do it.

LOL And I thought I was blunt. And of course I agree. If we teach ID in the classroom we should also be teaching every other wacked out myth about human origins, such as aliens depositing early life forms on our planet. Actually, I am more inclined to believe in the alien theories as they at least don't contradict themselves and defy reason.

Chris

"Great spirits have always encountered violent opposition from mediocre minds." -- Albert Einstein

"If you're not a born-again Christian, you're a failure as a human being." - Jerry Falwell

"I don't see any god up here." - Yuri Alekseyevich Gagarin (the first man in space), speaking from orbit, 1961.

Edited by: Chris OConnor at: 11/10/02 12:09:51 am

stevepainter

"Meanwhile, ID theorists have reportedly been active in Missouri, Kansas, New Mexico, New Jersey, and other states, as well Ohio and Georgia."

New Jersey!?!?!

Perhaps I should think of running for school board...

The very reason that this BS actually gets considered is the fact that the school board people either don't care (they're using it as an issue to further their political career) or they are ignorant of the facts. Regardless of what the school teaches my kids, they've already been exposed to evolution and other theories of scientific value at home. They also know that teachers are people too and they don't always know all the right answers. I just wish all the kids could get that.

Chris OConnor

Steve:

This makes a good argument for home schooling or nonreligious private schooling. As you know I don't have kids yet, but when I do I really want them to get a quality education. ID has no place in a childs education unless he/she is being taught about comparative religions, and at that point dozens of creation stories should be introduced.

Chris

"Great spirits have always encountered violent opposition from mediocre minds." -- Albert Einstein

"If you're not a born-again Christian, you're a failure as a human being." - Jerry Falwell

"I don't see any god up here." - Yuri Alekseyevich Gagarin (the first man in space), speaking from orbit, 1961.

Kenny Meek · Posted: Sun Nov 10, 2002 11:22 am Post subject: ID theory

Maybe if our schools did teach more Comparative Religion and Mythology some of this nonsense would go away. We can dream can't we?


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