E-mail to TCFR supporters for September 15, 2003
Biology Textbooks Update
In promoting, protecting and preserving the Texas family, TCFR fights about educational issues affecting our God-given and constitutional rights. With 90% of American children attending public schools, the curriculum taught makes a tremendous impact on the minds of the future leaders of our country. As Abraham Lincoln has been quoted, "the philosophy of the classroom in one generation will become the philosophy of government in the next."
Last Wednesday I participated in the State Board of Education hearing related to Biology textbooks as one of over one hundred speakers. State Board members who participated from 1PM until past midnight to hear the numerous viewpoints should be commended.
The state of Texas mandates, "In Biology, students conduct field and laboratory investigation, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem solving."
Committed teachers in any academic discipline yearn for their students to develop sound critical thinking skills. Development of those critical thinking skills may be more important than recollection of specific facts since those critical thinking skills transfer to just about every vocation and facet of life.
Those critical thinking skills are consistent with state requirements for biology. They state, "The student is expected to analyze [taken apart piece by piece], review, and critique [both positives and negatives] scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information."
Biology is not a static science. Theories are subject to change. It is healthy to expose students to new insights that may alter the perception of past information. There are numerous weaknesses that evolutionists themselves recognize calling into question some assertions made in numerous textbooks. During the hearing numerous scientists spoke addressing weaknesses that ought to be clearly addressed
Last Wednesday the Houston Chronicle included an editorial that painted an inaccurate picture of the movement to remove inaccuracies and include more weaknesses of the evolutionary argument. The Chronicle stated, the group is "...well organized, well-funded movement to replace the science of evolution in public school classrooms with Christian beliefs about creation."
One of the leaders of Texans for Better Science, Mark Ramsey, P.E. has responded to the Chronicle and explained that their group consists completely of volunteers with no budget. While you may not see his response printed by the Chronicle, he explained:
"No one who was advocating improvements in the textbook treatment of evolution at the textbook hearing yesterday in Austin asked the board to remove any teaching of evolution. No one asked that the Bible or their personal "Christian beliefs" be put into the books. No one asked that creation science be put in. No one asked that intelligent design be added. Ironically, it was only the defenders of Darwin who brought up faith issues! Please check the record….
Our testifiers presented scientific evidence and cited peer reviewed articles in various journals and publications such as Nature and Science. Topics ranging from peppered moths, to embryos, to Miller-Urey, to origin of life chemistry (not wishful thinking, but the real chemistry involved), to the true nature of mutational genetics were presented by our side. The other side largely had the California based NCSE mantra of "keep evolution in our textbooks", with no particular supporting points or evidence….
We are asking only that both sides of one of the most enduring controversies in the history of mankind, that of origins, be taught freely to students. More, not less evolution theory should be taught. Scientific strengths AND weaknesses. And then let the fittest theory survive."
The Chronicle’s position and Mark’s response demonstrate the battle that is being fought. I have also written the Chronicle observing that unfortunately, many of those representing the establishment are unwilling to yield an inch of academic turf to allow students access to those significant weaknesses or inaccuracies.
It is strange because in America freedom of speech and minority opinions are not simply to be tolerated but encouraged. However, in this current debate tolerance has evaporated. At the meeting I stated that as a history major and graduate of law school, I was amazed at the unbridled efforts to censor minority reports in evolution.
In fact, true objectivity ought to allow students to be the jury in the courtroom of the classroom. Just as a jury hears witnesses examined AND cross-examined to accurately determine the strengths and weaknesses of their testimony, so, too, should students as the jury in the biology classroom have the opportunity to hear strengths and weaknesses to render a proper and unbiased verdict.
Please stay tuned for further development. Contact your state board of education representatives before November to encourage them to adhere to state requirements by requiring publishers to more clearly expose the weaknesses in evolution. If you do not know who your representative is, you may check www.strengthsandweakness.org for a listing and to learn more of this important issue. I encourage you to go to that website also to sign an online petition targeted to influence the November vote of the State Board of Education.
Respectfully,
Peter Johnston
President
Texas Center for Family Rights
