I am not a fan of Gregg Easterbrook. He’s a pretentious twit who lectures Hawking on physics, calling him “kooky”, yet thinks Townes is wonderful and believes in an “invisible plane of existence: the spirit”. He makes ill-informed rants against atheists and Richard Dawkins, and has gone off on evolution before —he likes Intelligent Design.

His qualifications for these tirades on science? He’s a sports writer.

In the past, he’s been clear on finding this whole business of natural selection inadequate, preferring to preach that there is a loving god who has directed evolution.

The latter biological possibility is actually one of the reasons TMQ believes that human beings were made by a God who loves us. Why would natural selection have cared about reducing a person’s trauma at death? All natural selection cares about is fitness in passing down genes; if after replicating its DNA an organism dies in pain or panic, what’s that to evolution? In Darwinian terms, there would be no “selection pressure” favoring the peaceful death over the horrible death. Yet there appear to be biological mechanisms that help most people die peacefully. Why are such mechanisms in our physiologies? Maybe because somebody loves us.

Now Easterbrook has a post-Superbowl column in which he takes on evolution again. He’s got a new argument, though: that general evolution and selection stuff that he was arguing against before? It’s to be taken for granted.

That organisms evolve in response to changes in their environment is well-established—anyone who doubts this doesn’t know what he or she is talking about.

I think that’s what a sports commentator would call an “own goal”. Yeah, all that stuff Easterbrook has written on the subject before shows he doesn’t know what he is talking about.

His “new” argument is to insist over and over again that evolution provides no information on the origin of life, accompanied by much protestation that those other ID advocates, who must not be as smart as he is, don’t know how to use the word “theory” and are misstating everything.

Now a know-nothing Utah state representative has proposed this bill that “requires the State Board of Education to establish curriculum requirements and policies that stress that not all scientists agree on which theory regarding the origins of life…is correct.” Hey, Utah state legislature, there are no theories on the origin of life. A few biologists have made wild guesses involving RNA, clay or hot ocean vents, but no scientist has offered anything nothing remotely near the level of a testable theory. (The details on that point) Given the presence of life is so mysterious, a creator God may be why we are here. But please, science illiterates, stop attempting to enact rules about intelligent design; you are ruining the idea.

Oh, and the “details on that point” about models of abiogenesis? He references an article by himself in The New Republic. He’s wrong. There are good theories on the origin of life, and there are scientists working on them…this isn’t a matter of wild guesses.

Easterbrook is hardly worth dissecting, but as I was reading his column, the breathless tone, the skewed point of view, the clueless but confident statements that are almost right but have all the details wrong and show he really doesn’t know what he’s talking about…they reminded me of someone.

I think Gregg Easterbrook is the Jackie Harvey of the Intelligent Design movement.

I’m flattering him. Guess who looks the more intelligent of the two?

In Wisconsin, a bill has been proposed to ban intelligent design from science courses.

Two Democratic lawmakers introduced a plan Tuesday that would ban public schools from teaching intelligent design as science, saying “pseudo-science” should have no place in the classroom.
The proposal is the first of its kind in the country, according to the National Conference of State Legislatures, and comes as a debate over how to teach the origins of human life rages in local school districts.
The bill’s sponsor, Rep. Terese Berceau, D-Madison, acknowledged the measure faced an uphill fight in a Legislature where Republicans control both houses.
The measure would force material included in science curriculums to describe only natural processes. The material also would need to follow the definitions of science adopted by the National Academy of Sciences.

Noooooooo! This isn’t how to do it!

Legislators need to keep their hands off science and science teaching, no matter what side they are taking. Promoting good science is OK; suggesting to school boards that they follow guidelines set by the major scientific ideas is so obvious that it shouldn’t need to be said; picking and choosing and saying which specific ideas ought to be taught and making them part of law is just plain wrong.

This is one case where I’d side with the Republicans. This is too much interference.

I got a tip from a fellow working at the UBC Botanical Gardens. “Take a look at some of the descriptions the US National Park Service uses,” says he, “and compare the more politicized parks to the others.” Well, we know which park gets the most attention from the creationists—that would be the Grand Canyon.

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Ah, I remember those endlessly complicated maps of cellular metabolism I had to memorize for biochemistry. Now here’s a clever idea: weblogs as enzymes in the metabolism of the blogosphere. I better not have to memorize the whole thing.

…but she wasn’t. She was allowed to continue her educational malpractice until her contract expired, and then was not rehired—something that happens to adjunct and assistant professors all the time, with no necessary implication of poor work.

Caroline Crocker, if you’ve never heard of her, is the lead topic in an article in the Washington Post today, and you may also have read an account of her situation in Nature. She’s a molecular biologist who believes in Intelligent Design, and who was released from her position at George Mason University. Now she wants to claim that her academic freedom was infringed.

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Kristine Harley attended James Curtsinger‘s lecture at UMTC last night, and passed along an abbreviated copy of her notes. I wish I could have gone—it sounds like it was an informative evening—but living out here in the wilderness, I have to plan those long drives into the Big City with some care.

Curtsinger’s talk was only very loosely organized around the theme of “ten things,” and was mostly a comprehensive overview of the various forms of creationism from Archbishop Ussher (1581-1656) to Michael Behe’s embarrassing performance at the Dover trial. I would say that there were around 20-25 people in attendance, most of them members of the organization and U of M students (unlike me, an alumna). He covered a great deal of historical ground that will be familiar to those of us who know the history of American creationism, which he admitted was, for him, “oddly stimulating, like Victorian pornography.”

He first made the distinction between “young earth” and “old earth” creationists, and described Ussher’s backdating of the earth to 4004 BCE. To the surprise of many in the audience, he mentioned that William Jennings Bryan was actually not a young earth creationist. However, Young-Earth Creationism experience a resurgence in the 1960s with the help of Henry Morris and Duane Gish, men of some learning who came up with the theory of the biblical Flood causing fossils to be deposited through a combination of hydrologic sorting (marine invertebrates that lived in the lower elevations ended up in the lower strata, etc.), differential escape (human fossils were found last because they ran uphill to escape the floodwaters, etc.), and ecological zonation. He went on to describe the various problems with this theory.

He went through the Arkansas “Balanced Treatment Act” of 1981 and the Louisiana Creatonism Act of 1981, both of which were struck down, and the latter appealed to the Supreme Court where it was ruled unconstitutional. He went on to summarize the history of Intelligent Design and the most prominent personalities in the movement (Johnson, Dembski, Behe) as well as Dr. Dean Kenyon and Dr. Chris Macosko, their biographies, their arguments, and the problems with their conclusions.

Curtsinger stated that the real battleground for adequate science instruction in the United States is in the public high schools for one really good reason—the parents of the children who attend these schools have real influence over the curriculum. Curtsinger noted with alarm that, by the time a student has reached the sophomore level in college, his or her beliefs about evolution have been solidified, so that it is imperative that evolution is taught, and taught properly, in our nation’s high schools. While Curtsinger is not opposed to students exploring their own beliefs and values, and asking questions about creationism in a social or historical context even in high school, he notes that 20% of Minnesota public high school biology teachers teach creationism as science, which is illegal.

His most controversial point, that “Evangelical atheists make the problem worse,” was heard with a great deal of openness and even sympathy from this group and from me. I was initially troubled when I read this statement in the online calendar, but came away willing to accede his position. Curtsinger expressed himself well on this point. He noted that this was a very personal concern for him. I do not have the expertise to agree or dispute his assertion that Richard Dawkins “was never a particularly important scientist,” but I cannot disagree that Dawkins is “an aggressive atheist” who does “hit people over the head” with his disgust for religious superstition (how should I deny this when I admire Dawkins for it?).

Curtsinger called Richard Lewontin “a friend of mine, and a very important scientist” who nevertheless has stated (according to Curtsinger) that, “The purpose of science is to eliminate God from human consciousness.” Well, yes—naturally I don’t agree that that is the purpose of science, no matter how much I wish it would happen. Science is not about “Truth” with a capital “t” as is so often proclaimed by troubled deists and other philosophical romantics, so therefore it is not about “disproving God” either, although I certainly think that the methodical accounting for phenomena renders supernaturalist claims more and more dubious. Of course such a statement by Lewontin would “provide ammunition for Johnson,” and for people like him and the Discovery Institute. The group in attendance were, naturally, most if not all atheists, and I do not agree that if atheists disappeared from the earth tomorrow the creationists would likewise go out of business (far from it!) but I took Curtsinger’s point to mean, “Don’t make enemies unnecessarily.” Point taken. There are theists out there who accept the reality of evolution.

Curtsinger wrapped up with a summary on why universities are not generally in a good position to help on the issue. Professors are rewarded for the research, for which they spend a good 50% of their time, and for their teaching, which accounts for 40%, leaving a whopping 10% left for outreach—however one wants to go about doing that. Most science faculty pay little or no attention to creationism, anyway, allowing the problem to fester. What is needed are scientists working together with high school educators and with concerned citizens—atheists and theists alike.

Curtsinger wrapped up with a dig at Pat Robertson’s “God will smite thee” quote, and encouraged everyone to check out H.L. Mencken’s obituary for William Jennings Bryan to see how well it fits Robertson. Curtsinger also stated that he was, with Ed Hessler of Hamline University and Judy Boudreau of Minnetonka, forming the Minnesota Citizens for Science Education. He received a lot of applause and there was a good Q-and-A afterward. I spoke with Curtsinger afterward about our volunteer programs at the museum, in which we partner with the Minneapolis Public Schools to have trained facilitators visit the classroom and lead discussions that employ and teach critical thinking. These programs are arts-based, but I asked Curtsinger if it would be beneficial for universities to have similar volunteers make high school classroom visits to facilitate discussions with the students about science, stereotypes, evolution, and other subjects. Curtsinger seemed very enthusiastic about the idea and I left my contact information with him.

I think the most important point there is that the problem sets in long before the students get to college, and where we need to take action is with public school teachers and parents. I’m glad to hear that there is a science education advocacy group forming, and those three will be excellent people to lead it.

Dave Eaton, Mouth of Yecke, public advocate of poor education, creationist pest, has given up the fight.

On Tuesday, January 31, School Board member Dave Eaton resigned from the Minnetonka School Board. Noting personal reasons, he informed the Board that he is no longer able to continue his service. Mr. Eaton had served on the School Board since being appointed on June 4, 2002.

The School Board is expected to act on Mr. Eaton’s resignation at its Regular Meeting on Thursday, February 2, 2006. The Board will discuss a process for filling the vacancy at a scheduled work session on February 7 at Noon. Complete details of the process the Board will use to fill the Board vacancy will be released following the February 7th work session.

I hope that all is well with Mr Eaton and that he is retiring to a pleasant and productive life, but it is good news that he is going to be meddling with education less. This is also, I hope, a promising sign: as wonderful as the Dover decision was, a better prospect for the future would be to see more pro-science activists displacing creationists from local school boards. That’s one place where it is important to see this phony conflict resolved.

There’s always Austin.

Check out the nice and lucid op-ed against Intelligent Design creationism published down there: it points out that ID is on a fool’s errand that will always allow it to be defeated in a scientific argument.

ID will be trapped in a morass of implausible and unscientific rationalizations, trying to explain why a designer did this or that, whereas evolution does not ascribe purpose to the process called “natural selection.” As Gould emphasized in his final public appearance here (in February 2002), it is unscientific and self-centered to think that our species—perhaps 160,000 years old, after 3.8 billion years of mostly microscopic unicellular life—represents the goal of evolution.