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FW: NYTimes: A Statement on the 'Intelligent Design' of Life, 1/16/05

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  • Popplestone, Ann
    ... From: Steven A. Edinger [mailto:Steven.Edinger.1@Ohio.edu] Sent: Wednesday, January 19, 2005 7:38 AM To: Science Education Subject: NYTimes: A Statement on
    Message 1 of 1 , Jan 24, 2005
      -----Original Message-----
      From: Steven A. Edinger [mailto:Steven.Edinger.1@...]
      Sent: Wednesday, January 19, 2005 7:38 AM
      To: Science Education
      Subject: NYTimes: A Statement on the 'Intelligent Design' of Life,
      1/16/05

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      Dear Colleagues,

      The statement teachers were expected to read to biology classes,
      which is
      written below, is part of what the Dover, PA Board of Education was
      attempting
      to do. If I understand the events in Dover correctly, the School Board
      began
      with wanting to teach "intelligent design" (more correctly known as
      "Intelligent Design Creationism" - IDC), but backed off on this to
      simply
      reading a disclaimer identifying IDC as an alternative to evolution.

      The lawsuit against the Dover board appears as though it will go
      forward, and
      it looks like it should be a win for science education. In many
      different
      ways, the board has made it clear their action putting the disclaimer in
      the
      classroom was done for the benefit of the Christian fundamentalists view
      that
      Genesis should be interpreted as a literal history, not instruction in
      the
      meaning of life and how people should live (i.e., religious values and
      philosophies).

      Best wishes,

      Steve Edinger


      A Statement on the 'Intelligent Design' of Life

      January 16, 2005


      Following is a statement on evolution and an alternative
      that a school administrator in Dover, Pa., is expected to
      read to high school biology students this week:

      The Pennsylvania Academic Standards require students to
      learn about Darwin's theory of evolution and eventually
      take a standardized test of which evolution is a part.

      Because Darwin's theory is a theory, it continues to be
      tested as new evidence is discovered. The theory is not a
      fact. Gaps in the theory exist for which there is no
      evidence.

      A theory is defined as a well-tested explanation that
      unifies a broad range of observations.

      Intelligent Design is an explanation of the origin of life
      that differs from Darwin's view. The reference book "Of
      Pandas and People" is available for students who might be
      interested in gaining an understanding of what Intelligent
      Design actually involves.

      With respect to any theory, students are encouraged to keep
      an open mind. The school leaves the discussion of the
      origin of life to individual students and their families.

      As a standards-driven district, class instruction focuses
      upon preparing students to achieve proficiency on
      standards-based assessments.

      http://www.nytimes.com/2005/01/16/national/16etext.html?ex=1106975548&ei
      =1&en
      =dd5b8513982ea865


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      ------------------------------------------------------------------------
      ---
      Steven A. Edinger, Physiology Lab Instructor

      064 Irvine Hall
      Department of Biological Sciences
      steven.edinger.1@...
      Ohio University Office: (740) 593-9484
      Athens, Ohio 45701-2979 Fax: (740) 593-0300
      ------------------------------------------------------------------------
      ---

      ******************************************************
      "Nothing in biology makes sense except in the light of
      evolution." Theodosius Dobzhansky, 1973
      ******************************************************




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      ******************************************************
      "Nothing in biology makes sense except in the light of
      evolution." Theodosius Dobzhansky, 1973
      ******************************************************
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