Introduction
Conflict
between science and religion began well before
Charles Darwin published Origin of the Species.
The most famous early controversy was the trial
of
Galileo in 1633 for publishing Dialogue,
a book that supported the Copernican theory that the
earth revolved around the sun, rather than--as the
Bible suggests-- the other way around.
The
so-called "Scopes
Monkey
Trial" of 1925, concerning enforcement of a
Tennessee statute that prohibited teaching the
theory of evolution in public school classrooms, was
a fascinating courtroom drama featuring Clarence
Darrow dueling with three-time presidential
candidate William Jennings Bryan. However
entertaining the trial in Dayton, Tennessee was, it
did not resolve the question of whether the
First Amendment permitted states to ban teaching of
a theory that contradicted religious beliefs.
Not until 1968 did the Supreme Court rule in Epperson
vs.
Arkansas that such bans contravene the
Establishment Clause because their primary purpose
is religious. The Court used the same
rationale in 1987 in Edwards
vs
Aguillard to strike down a Louisiana law that
required biology teachers who taught the theory of
evolution to also discuss evidence supporting the
theory called "creation science."
The
controversy continues in new forms today. In
1999, for example, the Kansas Board of Education
voted to remove evolution from the list of subjects
tested on state standardized tests, in effect
encouraging local school boards to consider dropping
or de-emphasizing evolution. In 2000,
Kansas voters responded to the proposed change by
throwing out enough anti-evolution Board members to
restore the old science standards, but by 2004 a new
conservative school board majority was proposing
that intelligent design be discussed in science
classes. (In 2006, the Kansas tug-of-war continued,
with pro-evolution moderates again retaking control
of the Board.)
In 2005, attention shifted to Dover, Pennsylvania,
where the local school board voted to require
teachers to read a statement about intelligent
design prior to discussions of evolution in high
school biology classes. Eleven parents of
Dover students challenged the school board decision,
arguing that it violated the Establishment
Clause. After a six-week trial, U. S. District
Judge John E. Jones issued a 139-page findings of
fact and decision in which he ruled that the Dover
mandate was unconstitutional. Judge Jones's
decision was surprisingly broad. He concluded
that "ID is not science," but rather is a religious
theory that had no place in the science
classroom. Jones found three reasons for his
conclusion that intelligent design was a religious,
and not a scientific, theory. First, he found
ID violated "the self-imposed convention" of
the scientific method by relying upon a supernatural
explanation for a natural phenomenon, rather that
the approach favored in science: testability.
Second, ID is based on the same "contrived dualism"
as creation science, namely its suggestion that
every piece of evidence tending to discredit
evolution confirms intelligent design. Jones
found ID's "irreducible complexity" argument to be
"a negative argument against evolution, not proof of
design." Finally, Jones concluded that the
expert testimony offered by the defendants in
support of ID (generally relating to "irreducible
complexity") had been refuted in peer-reviewed
research papers. The decision of
Judge Jones in Kitzmiller
v Dover (2005) is available online:
Conflicts
between science and religion will not end any time
soon. In the future, legal conflicts between science
and religion can be expected over theories such as
"The Big Bang," which also undermines Fundamentalist
beliefs about creation.
Prof's
Prerogative
Facts are
Stubborn Thing
by Douglas O. Linder
It is hardly surprising that Darwin’s theory
of evolution should meet with so much
resistance. We encounter an idea that comforts
us, an account like Genesis
1 that establishes our specialness, and
ask: “Can I believe it?” We consider a thing
that troubles us, a process like evolution
that seems chance-driven and dethrones us from
our special place in the universe, and ask
instead: “Must I believe it?”
Evolution suggests that our species, if not
quite an accident, is an extreme improbability
— and, most likely, one whose time is limited
— on life’s continuing and circuitous journey
to an undetermined destination. Must
we believe it? Darwin knew that many people,
raised to believe in miracles or magic, would
find his theory hard to swallow. In his
autobiography, he noted that, as a young man
on the H.M.S. Beagle, he had written in his
journal of “the higher feelings of wonder,
admiration, and devotion” that would “fill and
elevate” his mind. He lamented that now, older
and wiser, believing in evolution and
disbelieving in God, even “the grandest
scenes” evoked no powerful feelings: “I am
like a man that has become color-blind.”
Publishing his theory, he said, felt “like
confessing a murder.”
When William Jennings Bryan took on evolution
in a courtroom in Tennessee in 1925, in the
famous Scopes
“Monkey” trial, he acknowledged that he
did not fully understand the theory of
evolution, but said that he fully understood
the theory’s dangers and misuse: how it
threatened to leave students feeling lost in
an uncaring universe, how it could lead to
sterilization of the abnormal and diminished
concern for the survival of the “unfit.” Bryan
cheerfully ignored the evidence for evolution,
explaining, “I would rather begin with God and
reason down than begin with a piece of dirt
and reason up.”
I believe in the theory evolution not because
I want to, but because I feel I must, and
because, unlike Bryan, I find it hard to
reason in one direction or another.
Creationists have offered one objection after
another — “The immune system is too complex to
have evolved,” “Evolution could never produce
an eye, because what use is half an eye?” —
and each has been answered. As the confirming
fossil and DNA evidence piles up, as the
theory of evolution reveals itself to be a
powerful tool for both explaining the
imperfections of species and accounting for
transitional species, it becomes ever more
difficult to believe in the pleasing creation
stories told in Genesis and elsewhere. Facts,
as John Adams reminded us, are stubborn
things. Whether 20 years or 200 years from
now, the accumulating evidence will become so
overwhelming that evolution will be as
accepted as the Sun-centered solar system is
today. (No gloating allowed, scientists.)
Our challenge is to accept evolution while
maintaining a sense of wonder, concern for
those whose survival is beyond their own
means, and a vision of a colorful and
surprise-filled world.
(This essay appeared in the
New York Times, 8/15/2013)
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1.
Evolution (the transformation over a long period of
time from one species into another) is a fact--as
well-established as any other fact in the world of
science. What theory of evolution is
the best explanation for how that transformation occurs
remains a matter of some dispute.
2. Although fossil evidence sufficiently
demonstrates the fact of evolution, even more
compelling evidence today comes today from DNA testing
of species. In the future, most of our
additional knowledge of evolution will come from what
we can learn from DNA.
3. To call evolution a "theory" says nothing about its
ability to accurately explain facts observed in the
world. The sun-centered solar system of
Copernicus and Galileo is a theory.
4. Evolution
is the central theory of biology. It is a
powerful tool for explaining the presence of millions
of fossils and other evidence (such as the fact that
over 98% of the DNA of chimpanzees and humans is
identical) about the origin of life forms.
5. Evolution
is not considered to be inconsistent with the
religious beliefs of most Christians or Jews.
Most mainline Protestant denominations, the Catholic
Church, and many other religious faiths accept the
teaching of evolution. (See, e.g., essay
below describing the Pope's accepting view of
evolution.)
6. Virtually
no first-rate biologists* in the United States do not
believe that life on earth has developed through the
process of evolution, starting with single-cell
organisms.
(*This seems
to be a controversial assertion. As one
objective measure, consider the group of tenured
members of the biology departments in the nation's
fifty top-rated universities. I do not mean, of
course, to suggest that all people who reject
evolution are second-rate thinkers.)
7.
There are disputes about evolution as there are about
almost any theory. For example, most--but not
all--biologists believe that evolution has not worked
evenly throughout history: they believe that there
have been periods of rapid evolutionary change
followed by long periods of relatively little
evolutionary change.
Source: Gallup sample of 1,001 adults (Mar.
21-23, 2005)
Source: PFAW 2000 in Science & Spirit Sept-Oct.
2005
Selected E-mail Messages
A
student's pro-Creationist critique of this page
Critique
of
this page by a Creationist theologian
Creationist
critique
#3
E-mail
messages
from an eyewitness to the Scopes trial
Why intelligent
design is not science
Pro-Creationism
Sites:
Center for
Scientific Creation
Creation
Science
Creation
Research Society
Discovery
Institute
Creation-Evolution
Encyclopedia
Answers in
Genesis
Conservapedia
on Evolution
Creation Ministries
Sites
Generally Supporting Evolutionary Theory:
Darwin's
Evidence
for Evolution
Origin
of
Life
Introduction
to
Evolutionary Biology
Creation/Evolution
Bibliography Database
Creation
"Science"
Debunked
National Center
for Science Education
Design
Arguments Critiqued
Rolling Stone's
View of ID and the Dover, PA Case
Scientific American
Evolution
Entrance
(UC_Berkeley)
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Cases
Epperson
vs.
Arkansas (1968)
Edwards
vs
Aguillard (1987)
Essays
"Justice
Fortas
and the Overturning of the Anti-Evolution
Law"
"Justices
Brennan
and Scalia Debate "Creation-Science" in Edwards v
Aguillard"
"Putting
Evolution
on the Defensive: John Nelson Darby, Dwight
L. Moody,
William
B. Riley and the Rise of Fundamentalism in
America"
Biographies
of Key Figures in the Controversy (2004)
John Scopes, defendant in the
celebrated 1925 trial concerning the teaching of
evolution.
Other
Materials
Tennessee
vs.
Scopes (1927)
Genesis,
Chapter
1
Tennessee's
Anti-Evolution
Statute
Account
of
the Scopes Trial
Scopes
Trial
Transcript
Biology
Book
Used by Scopes
Images
of
the Scopes Trial
CNN.com
Chat
on Scopes Trial (7/12/2000)
Nation
Article
on the Kansas Controversy (1999)
N.Y.
Times
Article on Intelligent Design Theory (2001)
Creationism
in
2001: State by State Report (People
for American Way)
Notes
on
Intelligent Design in the Public Schools
(2001)
Intelligent
Design
Challenged in Pennsylvania Court (2004)
Susan Epperson, the Arkansas teacher who
successfully challenged her state's
anti-evolution law in the 1968 Supreme Court
case,
Epperson v Arkansas
Who's
What?
A
CREATIONIST: A creationist is a person who
rejects the theory of evolution and
believes instead that the each species on
earth was put here by a Divine
Being. A Creationist might accept
"micro-evolution" (changes in the form of
a species over time based on natural
selection), but rejects the notion that
one species can-- over time-- become
another species.
YOUNG EARTH CREATIONIST: A
young earth creationist believes that
the earth is nowhere near the 4.6
billion or so years old that most
scientists estimate, but is instead
closer to 6,000 or so years old, based
on the assumption the Genesis contains a
complete listing of the generations from
Adam and Eve to historical times.
INTELLIGENT DESIGN PROPONENT:
An ID proponent might or might not
reject the theory of evolution. At
a minimum, the ID proponent rejects that
evolution is randomly driven or, more
generally, the notion that natural law
and chance alone can explain the
diversity of life on earth.
Instead, the ID proponent argues--often
from statistics--that the diversity of
life is the result of a purposeful
scheme of some higher power (who may or
may not be the God of the Bible).
EVOLUTIONIST: An evolutionist
accepts the Darwinian argument that
natural selection and environmental
factors combine to explain the diversity
of life we see on earth. An
evolutionist may or may not believe that
evolution is the way in which a Divine
Being has chosen to work in the
world. Evolutionists divide into
various camps, including PUNCTUALISTS
(who believe that evolution usually
occurs sporadically, in relatively short
bursts, as the result of major
environmental change) and GRADUALISTS
(who are more inclined to believe that
evolution occurs more evenly, over
longer periods of time). The
PUNCTUALISTS seem now to be winning the
argument.
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Questions
1. Is it
consistent with the intentions of the framers to call
every law that has the primary purpose of advancing
religious beliefs a violation of the Establishment
Clause?
2. Is it a
violation of the Establishment Clause for a biology
teacher to discuss with her students the reasons that
she believes in "intelligent design theory" (the
theory that holds the universe was the product of the
conscious design of a Creator)?
3. Is
it a violation of the Establishment Clause for a
biology teacher to tell his students "the story of
creation in Genesis is hogwash and here's why"?
4. If
a State Education Board decides to drop
evolution from the list of courses it requires to be
taught in public schools, does that decision violate
the Establishment Clause?
5. May
a biology teacher be fired, on competence grounds,
either for teaching creation science or for not
teaching evolution?
6. Is
the desire of state or school board officials to avoid
entanglement in a primarily religious controversy a
"secular purpose"?
7. May
a school system allow Fundamentalists to opt out of
classes in which evolution is discussed? Would
that be a good solution to the controversy?
The man who started it all:
Charles Darwin
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Darwin's Origin of
Species
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Further
Reading
The
case for the theory of evolution is made most
compellingly in Science and Creationism
(Ashley Montagu, ed.)(1984 Oxford Press) which
includes essays by scientists such as Asimov,
Hardin, Gould, Marsden, Boulding, Stent, and
others.
Harvard
paleontologist
Stephen
Jay Gould devoted considerable attention to the
issue. His works are voluminous.
Some of the better reads include Wonderful
Life (1989), Bully for Brontosaurus
(1991), Dinosaur in a Haystack (1995),
and Ever Since Darwin (1977).
The
most important critique of evolution is
presented by Berkeley law professor Phillip
Johnson in his Darwin on Trial (2nd ed.,
1993).
Darwin's H. M.S. Beagle
"The Darape"
The Onion's
Take on the Intelligent Design Controversy
in Dover , Pennsylvania (10-5-2005)
ID in California
Classroom
Jan. 11, 2006
Eleven parents at Frazier Mountain High School
in Lebec, California filed suit in federal
district court to force cancellation of a high
school elective course called "Philosophy of
Design." Parents contend that the
course, taught by the wife of a Assembly of
God pastor, is essentially a
religiously-motivated course advocating
"Intelligent Design." In their suit,
parents note that the syllabus for the course
listed 24 videos to be shown to the students,
23 of which took a "pro-creationist,
anti-evolution stance." (Interestingly,
of the two evolution experts the syllabus
listed as guest speakers for the course, one
was Francis Crick, the co-discoverer of DNA,
who died two years before the syllabus was
drafted.)
Feb. 2006
Soon after
suit was filed against the Philosophy of
Design course, the school district decided
to drop the class.
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