I'm from Missouri

This site is named for the famous statement of US Congressman Willard Duncan Vandiver from Missouri : "I`m from Missouri -- you'll have to show me." This site is dedicated to skepticism of official dogma in all subjects. Just-so stories are not accepted here. This is a site where controversial subjects such as evolution theory and the Holocaust may be freely debated.

Name:
Location: Los Angeles, California, United States

My biggest motivation for creating my own blogs was to avoid the arbitrary censorship practiced by other blogs and various other Internet forums. Censorship will be avoided in my blogs -- there will be no deletion of comments, no closing of comment threads, no holding up of comments for moderation, and no commenter registration hassles. Comments containing nothing but insults and/or ad hominem attacks are discouraged. My non-response to a particular comment should not be interpreted as agreement, approval, or inability to answer.

Sunday, December 21, 2008

Call for boycott over Louisiana's "academic freedom" law

Gregory Petsko, president of the American Society for Biochemistry and Molecular Biology, has asked all scientific societies to boycott Louisiana because of that state's "academic freedom" law which allows the state's teachers to teach the scientific evidence both for and against the theory of evolution:
The ASBMB Annual Meeting is scheduled to take place in New Orleans in April 2009. We have longstanding contractual obligations that require us to meet in Louisiana next spring. But I think we need to see to it that no future meeting of our society will take place in Louisiana as long as that law stands, nor should we hold it in any other state (are you listening, Michigan and Texas?) that passes a similar law. And I call upon the presidents of the American Chemical Society, the American Association of Immunologists, the Society for Neuroscience, and all the other scientific societies around the U.S. and the world, to join me in this action and make clear to the state legislators in Louisiana, the governor of the state, and the mayor and business bureau of New Orleans that this will be the consequence.

— Gregory Petsko, “It Is Alive,” President’s Message, pages 3-4, ASBMB Today, August 2008. To read the entire article, select "Pages" in the top bar of the website, then click on pages 3 and 4. Use the slider bar at the side to scroll through the text -- you are likely to lose the page if you try using your keyboard's arrow keys to scroll through the text. The above quote is from page 4.

Such a boycott would be widely seen as an act of desperation and would be likely to backfire.
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The Michigan "academic freedom" bill has failed to get out of committee. Texas has no pending "academic freedom" bill but there is now a big controversy going on over whether to retain the "strengths and weaknesses" language in the Texas science standards (see two "Texas controversy" post-label groups in the sidebar of the home page).

Also, the above ASBMB Today issue has a related article, "Acdemic Freedom is a Good Thing, Right?", on pages 10-11. This article erroneously calls the Santorum Amendment "unsuccessful" -- it was not completely unsuccessful, because a modified version of the original Santorum Amendment was added to the Congressional report accompanying the "No Child Left Behind Law."
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Wednesday, December 17, 2008

Florida teachers brainwashed with Darwinist dogma

A Florida news article says,

As her students study biology, Mann and her fellow science teachers at Sebring high and statewide will be learning the new science standards they will start teaching students next school year.

"It's a big changeover," Mann said.

The science curriculum across all grade levels will not just be different but more detailed compared to what is being taught.

Sebring High School Principal Toni Stivender recently attended the third in a series of four two-day workshops on the new math and science curriculum standards.

As for the new science curriculum being "more detailed," among the new details are (1) the outrageous cockamamie statement that "evolution is the fundamental concept underlying all of biology" and (2) redefining "scientific theories" as being "well-supported" and "widely accepted" by definition. The teachers are next going to feed these lies to the students.

The Florida science standards might be revisited before the end of 2011, so there is still hope.

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Friday, December 05, 2008

More lies from "Stupid Steven" Schafersman

As I have previously noted, "Stupid Steven" Schafersman is a member of the Earth and Space Sciences standards-drafting committee of the Texas Education Agency, president of the Texas Citizens for Science, a blogger on the Houston Chronicle's Evo.Sphere blog, and a habitual liar. He recently wrote on the Evo.Sphere blog,

Not one of the SBOE members has any real scientific knowledge, although several of the radical religious right members think they know quite a bit about science.

What does Stupid Steven consider to be "real scientific knowledge"? Here is biographical information about four of the seven "radical religious right" Texas board of education members:

Ken Mercer --

He earned a bachelor’s in biology from The University of Texas at Austin and a Bachelor of Business Administration from UT-San Antonio.

Barbara Cargill --

. . . she taught biology in the Garland and Hurst-Euless-Bedford school districts between 1982 and 1991.

Cynthia Dunbar --

Cynthia Noland Dunbar currently teaches anatomy & physiology to high school juniors and seniors.

Dunbar obtained her undergraduate degree in biology and psychology from the University of Missouri, Kansas City.

Gail Lowe --

Lowe attended the University of Alabama. She received a Bachelor of Science degree from Louisiana State University in 1978. (the field of science is not specified)

Also, board chairman Don McLeroy, who is also a member of the seven, has a degree in electrical engineering. Engineering students generally take little or no college biology but they do take a lot of the physical sciences and mathematics. A lot of engineering itself consists of the physical sciences.

Also, for at least the third time, Schafersman ignored the ~10-year period that the "strengths and weaknesses" language was in the Texas textbook proclamations. Describing the recommendations he gave to the standards-drafting committees, he said,
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Except for the bracketed examples of scientific explanations and the extra section for biology KS 7, the evolution section, each discipline got the same analysis and request about TEKS C3A, the controversial scientific method rule that has been "strengths and weaknesses" since 1998.

The "strengths and weaknesses" language was added to the textbook proclamations, which Schafersman called the "de facto" science standards, in the 1980's.

Also, Schafersman has been arbitrarily censoring all of my comments submitted to his posts on the Evo.Sphere blog, not just censoring them on a case-by-case basis. I complained about this to the Houston Chronicle staff, but they falsely claim that Evo.Sphere is an independent blog. On the contrary, the blog has the Houston Chronicle name on it and Houston Chronicle staffer Eric Berger set up the blog, invited Schafersman to be a blogger on it, made the decision to turn on comment moderation, and checks the blog for comments awaiting approval. I am now filing a formal complaint with the Texas Education Agency. Although Schafersman is not a permanent full-time employee of the TEA, he is a member of a TEA standards-drafting committee and in that sense he represents the TEA. I am asking that Schafersman be barred from official positions in the TEA unless the Houston Chronicle prevents him from censoring comments without the approval of an unbiased Houston Chronicle staff member.
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Thursday, December 04, 2008

Greg "Osama bin" Laden and "Sleazy" PZ Myers call for national standards for evolution education

Laden and Myers are promoting the following resolution (apparently there is an opportunity to vote yes on the resolution but no opportunity to vote no):

National standards on the teaching of Evolution and the origins of life, decided on and created by top scientists from significant scientific organizations, should direct curricula of all schools nationwide, overriding any state laws on the subjects.

The Darwinists complain about Darwinism being singled out for criticism and now they want Darwinism to be singled out by having its own national standards for education. Sheeeesh. Give me a break.

I used to be in favor of national educational standards for the sake of uniformity and to avoid unnecessary duplication, but no more. I am now also in favor of doing away with state educational standards (except for the required numbers of courses in different subjects). The more centralized the standards for education are, the greater the opportunities for high-pressure special-interest groups to slant and dogmatize education. Textbook authors are -- or should be -- experts in their fields and should not need to be told how to write textbooks.

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Friday, November 28, 2008

Committees to decide final proposals for Texas science standards on Dec. 4-6

According to Steven Schafersman of the Houston Chronicle's Evo.Sphere blog, the standards-drafting committees will have one more opportunity to revise the proposed Texas science standards on Dec. 4-6 and after that the standards can be changed only by the state board of education by majority vote at a Jan. 21 meeting.

Review:
The state board of education held a long hearing on the proposed science standards on Nov. 19, with many public commenters (about 90 signed up, though not all spoke). The main issues were the "strengths and weaknesses" language of the first drafts of the chemistry and astronomy high-school standards and the "strengths and limitations" language of the second drafts of the biology, chemistry, and physics high-school standards. The Integrated Physics and Chemistry committee did not participate in the revision of the first draft, hence there is no second draft of the IPC standards. Four of the science committees -- IPC, environmental systems, aquatic science, and Earth and Space Science -- never added the "weaknesses" or "limitations" language. The "strengths and weaknesses" language has been in the state science-education regulations for about 20 years (the language was in the textbook proclamations for about the first 10 years). In comments I submitted, I proposed using the word "criticisms" instead of "weaknesses" or "limitations."

For more background info, see the two "Texas controversy" post-label groups in the sidebar of the home page. The second drafts and the instructions for submitting comments are here.

I will next send in a comment recommending that the committees ignore a survey report of Texas college biologists. I will make the following points:
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(1) The timing of the release of the full survey report and the press releases and news reports was very unfair, only 1-2 days before the Nov. 19 hearing and just a few days before the final revisions of the proposed standards on Dec. 4-6, not leaving enough time to challenge the results of the survey.

(2) Only about 45% of the survey's addressees responded, and there are a lot of reasons to believe that the respondents were not a representative group.

(3) The reported questions were loaded, ambiguous, and/or unnecessarily restrictive.

(4) The survey results are not consistent with the "strengths and weaknesses" language and the "strengths and limitations" language in some of the proposed standards.

(5) The full report of the survey reported the results for only a small fraction of the 59 questions in the survey. Furthermore, survey results reported in the full report were cherry-picked by press releases and news reports to give the false impression that the respondents almost universally oppose the "weaknesses" language.

(6) The names of some scientists who did not respond were revealed by the full report's identification of the one institution that sent in no responses. In today's climate of political correctness, merely being known to have not responded to the survey could damage one's career.

(7) The responses to the question about the compatibility of religion and evolution should have no influence on the state science standards -- people should not be told what their religious beliefs are supposed to be.

(8) The survey's sponsor, the Texas Freedom Network, is a Darwinist outfit that strongly opposes the "weaknesses" and "limitations" language. Though this fact alone is not sufficient to disqualify the survey, it is a negative factor when viewed in combination with other factors.
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Thursday, November 20, 2008

Biased reports of a biased survey of Texas college biologists

There is a lot of ballyhoo about a report of a survey of Texas college-level biology faculty members in which 97.7% of the ~45% who responded rejected "intelligent design" as valid science. The survey was reported in the Dallas Morning News, the Fort Worth Star-Telegram, and the Houston Chronicle. The Texas Freedom Network posted a short summary of the report and a long summary of the report.

The Discovery Institute's Casey Luskin said of the ~45% response rate to the survey,

"It’s a self-selecting survey. There’s a well-documented culture of intimidation that makes scientists uncomfortable expressing their doubts about Darwinism. This just serves to reinforce that climate of intimidation."

However, the responses of individuals were not published, so I doubt that intimidation was a biasing factor. IMO what was a biasing factor is that the wording of some of the questions -- e.g., the term "creationism/intelligent design," which lumps together creationism and intelligent design -- caused some of the survey's addressees to recognize the survey as a crank survey and they decided not to help legitimize the survey by responding to it.

None of the news summaries of the full report of the survey mentioned the following survey result that is the most significant result in regard to the issue of whether the "strengths and weaknesses" language should be retained in the Texas state science standards (in the full report, page 16 of the PDF file and page 11 marked on the document):
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Our survey sought to learn more than simply what Texas biologists and biological anthropologists think about the "weaknesses" argument. The survey further queried respondents about whether the State Board of Education "should amend the [state's science] curriculum standards to exclude discussion of the 'weaknesses' of evolution as advanced by proponents of creationism and intelligent design theory."

First of all, note that the question was loaded -- the question asks the respondents only about creationism and intelligent design and not about other specific criticisms of evolution theory or criticisms of evolution theory in general. This presumption that creationism and intelligent design are the only criticisms of evolution theory shows great ignorance. Also, no one has actually proposed amending the state science standards to expressly exclude discussion of weaknesses or criticisms of evolution theory, but responses to the above question would give an indication of how the respondents feel about retaining the "strengths and weaknesses" language. The report continues,

Of all respondents, 67% said either that they strongly agree or agree somewhat with excluding such discussions. Another 6% said, "not sure," while 13% replied they "disagree somewhat" and 15% of the respondents chose "strongly disagree."

This 67% figure, though a strong majority, is lower -- generally far lower -- than the percentages that the news summaries reported for pro-Darwinist responses to other questions. For example, the Texas Freedom Network reported,

The survey results are contained in a new report, Evolution, Creationism and Public Education: Surveying What Texas Scientists Think about Educating Our Kids in the 21st Century.

The report highlights five key findings from the survey:

1. Texas scientists (97.7 percent) overwhelmingly reject “intelligent design” as valid science.

2. Texas science faculty (95 percent) want only evolution taught in science classrooms.

3. Scientists reject teaching the so-called “weaknesses” of evolution, with 94 percent saying that those arguments are not valid scientific objections to evolution.

4. Science faculty believe that emphasizing “weaknesses” of evolution would substantially harm students’ college readiness (79.6 percent) and ability to compete for 21st-century jobs (72 percent).

5. Scientists (91 percent) strongly believe that support for evolution is compatible with religious faith.

Note that the title itself of the survey report is biased -- it only mentions creationism and does not mention any of the scientific or pseudoscientific criticisms of evolution theory. Also, the question for item #2 above was loaded -- the scientists were asked "if they would prefer to teach 'just evolution,' 'just creationism/intelligent design as a valid account of origins,' or 'both.'" (emphasis added -- page 14 of PDF file, page 9 of document of full report). Note that they were only asked for their preferences -- they were not asked if they would object to teaching creationism/intelligent design or other criticisms of evolution theory. Also, they were not asked if they would be willing to teach creation/intelligent design -- or other criticisms of evolution theory -- as invalid accounts of origins or without regard to being valid accounts or not.

Also, it is surprising that the 67% figure is significantly lower the 79.6% and 72% figures above (item #4 in the TFN report) -- it seems that those who think that teaching the "weaknesses" would harm students would also want the "weaknesses" to be excluded from the curriculum.

The full report of the survey continues,

Even here, we must consider the possibility that some giving a "disagree" answer actually did so because they would wish to be able to include discussion of the "weaknesses" in order to debunk such claims. Indeed, some open-ended comments from those who do wish to include discussion of "weaknesses" indicate that they hope to discredit such claims . . .

Who in the hell cares what reasons respondents had for giving a "disagree" answer? What counts so far as the question of retaining the "strengths and weaknesses" language is concerned is that they gave a "disagree" answer.

The full report continues,

Clearly, the latest shift in strategy from promoting intelligent design to pushing "weaknesses" of evolution has not made any significant inroads into the science community.

As reported above, 13% "disagreed somewhat," 15% "strongly disagreed," 6% were not sure, and only 67% agreed with the idea of amending the state science standards "to exclude discussion of the 'weaknesses' of evolution as advanced by proponents of creationism and intelligent design theory." Those percentages represent "significant inroads." Also, the "strengths and weaknesses" language is not a "shift in strategy" in Texas -- this language has been in the state science-education regulations for about 20 years.

Also, regarding the survey's finding that '[s]cience faculty believe that emphasizing 'weaknesses' of evolution would substantially harm students’ college readiness (79.6 percent) and ability to compete for 21st-century jobs (72 percent)": It is one thing to say that not learning evolution theory in high school leaves students incompletely prepared to study biology in college -- evolution is discussed in a lot of scientific papers in biology and cladistic taxonomy is based on evolution theory. However, it is something else entirely to say that "emphasizing 'weaknesses' of evolution would substantially harm students’ college readiness" -- that's completely ridiculous, as is the statement that such emphasis would harm students' "ability to compete for 21st century jobs." Also, college students not majoring in biology or related fields would generally not be significantly affected by a lack of knowledge of evolution.

Also, the full report says (page 11 of PDF file, page 6 of document),

EXAMINING THE CHARACTERISTICS OF THOSE WHO DO SUPPORT THE TEACHING OF INTELLIGENT DESIGN

What can we say about the small minority of Texas science faculty (2%) who evidence some measure of support for intelligent design/creationism? (For purposes of this analysis, intelligent design/creationist supporters are all respondents who indicated either "Modern evolutionary biology is right about the common ancestry of all extant organisms, but it is necessary to supplement it by invoking periodic intervention by an intelligent designer" or "Modern evolutionary biology is mostly wrong. Life arose through multiple creation events by an intelligent designer, although evolution by natural selection played a limited role.")

The educational profile of this group is revealing. Ten supporters of intelligent design/creationism responded to the question, "Have you taught a course that included a substantial block of material on human evolution?". Of the ten, seven persons replied "no," as compared to three who replied "yes." So we readily see that most intelligent design supporters identified in this survey do not teach courses that address evolution. Even more strikingly, no person in the subsample of those supporting intelligent design reported teaching graduate students about human evolution within the past five years. (Another way of phrasing this last point is to say that there was no person out of the total sample of 464 respondents who said they both supported intelligent design and had taught graduate students within the past five years.) We are therefore safe in concluding that the already thin support for teaching intelligent design vanishes to essentially zero when looking at established Texas biology and biological anthropology faculty who teach at the graduate level.

What does teaching evolution -- or human evolution specifically -- to graduate students within the last five years have to do with the validity of a biologist's opinion about the evolution controversy? Also, there is this non-sequitur: "no person in the subsample of those supporting intelligent design reported teaching graduate students about human evolution within the past five years. (Another way of phrasing this last point is to say that there was no person out of the total sample of 464 respondents who said they both supported intelligent design and had taught graduate students within the past five years.)" (emphasis added) The sentence in parentheses is not "another way of phrasing" the first sentence -- the first sentence talks about teaching human evolution and the sentence in parentheses does not. Finally, without knowing what percentage of all the respondents taught evolution or human evolution to graduate students in the past five years, no conclusions can be drawn about the fact that none of the ten ID supporters are in that group of respondents. To take an extreme example, if only 1% of all respondents taught evolution or human evolution to graduate students in the past five years, it would not be statistically significant that none of the ten ID supporters are in that group.

This was a highly biased survey designed to achieve a desired result -- it is not like a survey by an unbiased polling agency like Zogby, Harris, Gallup, etc..

Anyway, the question of whether to retain the "strengths and weaknesses" language does not require any scientific expertise, so there is no reason to give extra weight to scientists' opinions about that question. Also, the state board of education members are more likely to listen to the general electorate than to biologists, and the two supporters of the "weaknesses" language who were seriously challenged in the last election were re-elected.

Evolution News & Views also has an article about the survey.
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Sunday, November 09, 2008

Eugenie Scott lectures full of trite "Darwinisms"

An article by Brandon Haught(y) on the Florida Citizens for Science blog says,

Eugenie Scott is not a fire breathing Darwinist. Heck, she doesn’t even believe in evolution. And those are just a few of the things I learned Monday from Dr. Scott’s two lectures she gave at the University of Central Florida.

There we go again with Darwinist word games. Eugenie Scott is a fire-breathing, fire-eating Darwinist and she believes in evolution.

Dr. Scott is the executive director of the National Center for Science Education. The folks at the UCF Department of Biology brought her to town as part of their speaker series honoring the 150th anniversary of Charles Darwin’s work on evolution. Her first lecture was targeted at graduate students and focused on how universities can do a better job of teaching about evolution. The second event was a public lecture for a generalized audience and provided a guided tour of the history of “academic freedom” bills that are popping up across the nation, including here in Florida.
The graduate student lecture had at least 70 people in attendance with some latecomers forced to find a spot on the floor to sit. Dr. Scott’s lecture was entitled “Genie’s Top 10 Ways to Teach Evolution Better.” She politely admonished the university system for not emphasizing evolution enough when training future public school teachers.

Did Genie present any evidence that the university system does not emphasize evolution "enough" when training public school teachers? We have heard a lot of propaganda about how public-school science teachers have supposedly been avoiding teaching about evolution, but in a recent national survey of science teachers, only 2% of respondents said that they don't teach "general evolution processes" at all and an astounding ~38% percent of respondents said that they spend a horrendous 10-20 hours or more on that subject, and some teachers spend even more hours on human evolution!

Evolution simply can’t be set off into a separate course while ignoring it in other life science courses.

Why not? In my engineering program, different subjects were set off in different courses: statics & dynamics, thermodynamics, strength of materials, heat transfer, fluid mechanics, electrical engineering, etc.. There was overlap between the courses only where necessary -- for example, Newton's laws apply wherever the concepts of force, mass, gravity, etc. apply. There are many areas in life science courses where evolution simply does not apply.

That’s irresponsible, especially since many non-biology majors won’t ever make it to that higher-level evolution course.

In colleges and universities, many subjects have terminal elementary courses for non-majors and other courses for majors. Of course, the elementary courses for non-majors need to be more general and comprehensive than the individual courses for majors. Did Genie present any evidence that the elementary courses for non-biology majors do not cover evolution adequately?

Evolution should instead be the main theme driven home again and again during even introductory level biology courses.

There we go again with that outrageous cockamamie idea that evolution is a "central" or "unifying" concept in biology. There are many areas of biology where evolution is simply irrelevant. Making evolution the "main theme driven home again and again" is indoctrination.

She then took a step away from evolution and made a few points about the nature of science overall. For instance, the general public does not understand how science uses the words law, fact and theory.

(yawn) -- and there we go again with that cockamamie line that the great unwashed masses still don't understand that "scientific theories" are "well-supported" and "widely accepted" by definition.
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Saturday, November 08, 2008

Another Darwinist redefinition of "scientific theory"

I have pointed out that dogmatic Darwinists often redefine "scientific theory" as being strong by definition [1] [2]. A good example is the Florida state science standards' definition of "scientific theory" as being "well-supported" and "widely accepted." That's ridiculous -- there are strong scientific theories and weak scientific theories. However, the description of the term "scientific theories" that was given by David HIllis in his review of the proposed Texas science standards -- he was one of six panelists chosen by the Texas board of education to review the standards -- takes the cake:

Some of the draft standards confuse the concepts of scientific theories and scientific hypotheses. The standards for the grade 9-12 Physics course -- 112.47(a)(2) -- get it right: "A hypothesis is a tentative and testable statement that is based on observation. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they will still be subject to changes as new areas of science and new technologies are developed." This is good, but additional explanation may be needed here, given the common misunderstanding of the meaning of "scientific theory." Students should know that scientific theories are based on a huge body of scientific investigations, and that scientific theories represent scientific consensus based on an evaluation of scientific evidence (typically from hundreds of thousands of scientific investigations across many decades or even centuries).

I have not seen any standard dictionary's definition of "theory" that defines scientific theories as being strong by definition. If scientific theories are strong by definition, then what should weak scientific "theories" be called? "Weak scientific theories" cannot be called "strong scientific hypotheses," because a "theory" is more than a hypothesis.

State science standards should not define or redefine terms -- that will only create confusion. This is a particularly big problem with state science standards because of the possibility that textbooks will be tailored to suit state science standards -- this is an especially strong possibility in the case of the Texas science standards, because Texas textbooks are selected and purchased on a statewide basis, because Texas is one of the biggest single purchasers of textbooks, and because school systems outside Texas often adopt the Texas textbooks. Definitions of terms should be left to standard dictionaries, except where terms are defined for one-time use only -- for example, public laws and regulations will often have glossaries that give terms special definitions for use in those documents only.

The argument that the public is misinformed about the scientific meaning of the word "theory" is really getting stale -- probably practically everyone who has been closely following the evolution debate is aware of the controversy over the scientific meaning of the term. And it is the Darwinists who are misinformed -- or act as if they are misinformed -- about the scientific meaning of the term: they incorrectly define "scientific theories" as being strong by definition.

Also, the physics standards' statement "A hypothesis is a tentative and testable statement that is based on observation" is ambiguous -- does the hypothesis seek to explain an observation or is the hypothesis itself based on observation?

Also, state science standards should not philosophize about science, e.g., discuss issues of testability and falsifiability. It is impossible to reach any consensus about philosophies of science.

Definition of "process server": one who serves process on a state board of education in a lawsuit charging that state science standards call evolution a "theory" without noting that the scientific meaning of "theory" is different from the term's common everyday meaning.
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Wednesday, November 05, 2008

Will Florida science standards be revisited before end of 2011?

A news article says,

After the bruising battle over the new state science standards ended in February, everybody thought the new standards were good to go until 2014. But are they? Maybe not, according to some overlooked wording in one of last spring's major education bills and the opinion of a key legislative staffer.
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SB 1908 requires the state Board of Education to adopt top-notch Next Generation academic standards by the end of 2011. And that apparently includes another set of science standards, because the BOE adopted the latest standards a few months before the bill passed and was signed into law by Gov. Charlie Crist.
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The Department of Education recently asked an attorney with the Legislature's joint Administrative Procedures Committee for his opinion. And the lawyer, Brian Moore, said the law seems to be clear. "I think they have to adopt everything again," he told the Gradebook this morning.

Does that mean the DOE has to undertake another full-blown, monthslong review of the standards? That's not clear. But SB 1908 says the education commission must submit proposed Next Generation standards to teachers, experts and others for "review and comment." Then they go to the governor, the Senate president and the House speaker at least 21 days before the BOE considers adoption.

If the Florida science standards need to be revisited before the end of 2011, that's good. The following errors need to be eliminated -- these errors were completely overshadowed by the controversy over whether to call evolution a "scientific theory":

(1) -- the statement that evolution is the "fundamental concept underlying all of biology." How can that be true when 13% of respondents in a recent national survey of science teachers agreed or strongly agreed with the statement that an "excellent" biology course could exist that does not mention Darwin or evolution theory at all? Why can't these Darwinist crackpots recognize that there are some areas of biology where evolution is irrelevant?

(2) -- defining "scientific theories" as being "well-supported" and "widely accepted" by definition. For one thing, that definition is incorrect -- there are strong scientific theories and weak scientific theories. Also, state science standards should not define terms -- defining terms should be left to standard dictionaries. Giving non-standard definitions of terms creates confusion.
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Fundies keep Texas board of education seats!

Hallelujah! As I pointed out, there were two critical races in which Texas board of education members who support keeping the "strengths and weaknesses" language were seriously challenged in the elections, and both members kept their seats! These races were very important because support for the "strengths and weaknesses" language is very precarious on the 15 member board of education: 7 support the language, 6 are opposed, and 2 are undecided. These election victories also help assure that the balance of 3 Darwin dogmatists and 3 Darwin doubters on a science standards review panel appointed by the board will be maintained. The election results are here and here. Also, these election results may help persuade the board's two swing voters to support the "strengths and weaknesses" language. Another thing in favor of this language is that both the chemistry and astronomy standards-drafting committees decided to retain it.

The Darwinists are fond of bragging about how the Dover school board members who supported the ID policy were voted off the board. But one of the factors in that election was taxpayer concern about the potential costs of the lawsuit.

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Tuesday, November 04, 2008

Incredible bigotry on Houston Chronicle's Evo.Sphere blog

Crackpot Darwinist Steven Schafersman, a blogger on the Houston Chronicle's Evo.Sphere blog who is president of Texas Citizens for Science and a member of the committee that drafted the new Texas Earth and Space Science standards, posted an Evo.Sphere blog article that compares Texas board of education chairman Don McLeroy to Stalin and compares Chris Comer -- the former science director of the Texas Education Agency who was ousted for various infractions, including violation of the TEA's policy of neutrality regarding the public hearings on the proposed new Texas science standards -- to a Russian scientist who was sent to the Gulag for disagreeing with Lysenkoism.

As I pointed out, another Evo.Sphere blogger, Dan Graur, is also a bigot -- he wrote,

Sarah Palin would probably approve of Mengele’s methodology; after all Darwinian evolution did not serve as a guiding principle in his studies, nor were federal Dollars (or Reichsmarks) spent on fruit flies.

And to think that these folks complain about the Darwin-to-Hitler stuff.

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Sunday, November 02, 2008

Stupid Steve's comments on proposed Texas science standards

I have previous posts about Stupid Steven Schafersman, one of the zaniest crackpot Darwinists to come down the pike [1] [2] [3]. He is president of the Texas Citizens for Science and a blogger on the Houston Chronicle's Evo.Sphere blog. In an Evo.Sphere blog article titled "My Comments to the Texas Education Agency About the Proposed Revised Science Standards," he said,

To Biology:

KS(7) I request that you change "The student knows evolutionary theory is an explanation for the diversity of life" to "...evolution is an explanation...." or "...biological evolution is an explanation...." No where else in your standards do you use the term "theory," not for cell theory, genetic theory, ecological theory, developmental theory, etc. Your wording suggests that evolution is a theory in the popular sense while other biological knowledge is more reliable. As you must be aware, science opponents constantly misrepresent the term "theory" and claim that it means its content is less reliable and accurate than it really is. I strongly suggest you avoid the term "theory" completely, or at the very least preface it with the word "scientific," such as "...the scientific theory of evolution is an explanation...." Also, if you insist on using the term "theory," you should define it correctly.

Definition of "process server": Someone who serves process on a state board of education in a lawsuit charging that state science standards call evolution a "theory" without noting that the scientific meaning of the word "theory" is different from the everyday meaning of the word.

Stupid Steve then outdoes himself:
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KS(7) Please add "SE(F) identify several primate and hominid fossils, their relationship to modern humans, and features that humans have obtained through evolution from them such as stereo vision, long limbs, fingernails rather than claws, a vestigial vermiform appendix, bipedal locomotion, and a larger brain." In the 21st Century, it is necessary that students learn the scientific explanation for human origins, and it is impermissible to keep maintaining the pretense that humans are qualitatively different from other animals (we are quantitatively different, of course, in several respects). If you really wanted to make sure evolution is presented comprehensively, you could require that students know the features that humans inherited from fish (see Neil Shubin's Your Inner Fish). (emphasis added)

And this hypocrite complains that the fundies are trying to indoctrinate public-school students with philosophical or religious beliefs.

What is especially sad is that this jerk is a member of the committee that drafted the Texas Earth and Space Science standards.

Another Evo.Sphere blogger posted this gem:

Sarah Palin would probably approve of Mengele’s methodology; after all Darwinian evolution did not serve as a guiding principle in his studies, nor were federal Dollars (or Reichsmarks) spent on fruit flies.

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Tuesday, October 28, 2008

Anything to avoid evolution disclaimers and "teaching the controversy"

Teachers are now attending special workshops to learn sugar-coating methods for shoving evolution down students' throats, but it is hard to take seriously some teachers' complaints about resistance to the teaching of evolution when these teachers are not in favor of trying evolution disclaimer statements and "teaching the controversy" as methods for reducing such resistance. A news article in the Atlanta-Constitution says,

Some students burst into tears when a high school biology told them they’d be studying evolution. Another teacher said some students repeatedly screamed “no” when he began talking about it.

Other teachers said students demanded to know whether they pray and questioned why the had to learn about evolution if it was just a theory.

About 60 public high school teachers from the Atlanta area were at Emory University last week, swapping stories about the challenges they face when teaching evolution.
They said students often walk in with grave misconceptions about the subject, and many parents fear teachers will tell kids that they can’t have their religious beliefs.

“I’ve seen churches train students to come to school with specific questions to ask to sabotage my lessons,” said Bonnie Pratt, a biology teacher at Northview High in north Fulton County. “We need parents and the community to understand why and how we teach evolution.”

The teachers were at a workshop on teaching evolution organized by Emory’s Center for Science Education. They discussed ways to teach it and how to address challenges and misconceptions. The training was part of a two-day evolution conference on campus that ended Friday.

However, only 2% of respondents in a recent national survey of science teachers said that they avoid evolution altogether.

In Edwards v. Aguillard 482 U.S. 578, 593-594 (1987) , the Supreme Court struck down the teaching of creationism but gave approval to "teaching the controversy":
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We do not imply that a legislature could never require that scientific critiques of prevailing scientific theories be taught. Indeed, the Court acknowledged in Stone [Stone v. Graham] that its decision forbidding the posting of the Ten Commandments did not mean that no use could ever be made of the Ten Commandments, or that the Ten Commandments played an exclusively religious role in the history of Western Civilization. 449 U.S. at 42. In a similar way, teaching a variety of scientific theories about the origins of humankind to schoolchildren might be validly done with the clear secular intent of enhancing the effectiveness of science instruction. But because the primary purpose of the Creationism Act is to endorse a particular religious doctrine, the Act furthers religion in violation of the Establishment Clause.

Teachers are protesting too much when they complain that teaching the controversy would confuse students -- if evolution theory is robust, it should not be easy to confuse students about it.

The Kitzmiller v. Dover evolution-disclaimer case is widely known but it is not widely known that two other decisions against evolution disclaimers, Selman v. Cobb County (textbook sticker) and Freiler v. Tangipahoa Parish (oral disclaimer), came close to being reversed. The appeals court panel in Selman v. Cobb County indicated in an oral hearing that it was leaning towards reversal but then vacated and remanded the decision because of missing evidence, and the county school board then took a dive by settling out of court. Freiler v. Tangipahoa Parish came within single votes of getting an en banc (full court) appeals court rehearing and certiorari by the Supreme Court (a grant of certiorari requires approval of four of the nine Supreme Court justices). Supreme Court denials of certiorari are normally made without comment, but in an unusual move, Justice Antonin Scalia, joined by Justices Thomas and Rehnquist, issued a long, detailed opinion dissenting from the denial of certiorari in Freiler. The appeals court judges who dissented from the denial of an en banc rehearing also issued a long opinion.

The National Center for Science Education is especially hypocritical -- the NCSE is opposed to evolution disclaimer statements but gives teachers advice on how to use religion to promote evolution in the classroom.

Students, parents, and others need to make more resistance to the dogmatic teaching of Darwinism -- we need classroom disruptions, demonstrations, letter-writing campaigns, etc..
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Monday, October 20, 2008

Texas school board support for "strengths and weaknesses" language could weaken

A news article says,

In previous public discussions, seven of 15 board members appeared to support, on some level, the teaching of the weaknesses of evolution in science classrooms.

Six have been opposed, and two — Geraldine Miller, R-Dallas, and Rick Agosto, D-San Antonio — are considered swing votes.

Though the seven supporters of the "strengths and weaknesses" language have been portrayed as fundy-type creationist crackpots, to my knowledge none of them have called for removing evolution from the Texas biology standards. The dogmatic Darwinists who are trying to remove the sensible "strengths and weaknesses" language from the biology standards are the real crackpots.

This already precarious support for the "strengths and weaknesses" language is threatened with being weakened further by the possible results of upcoming board elections. Apparently there are two races in which supporters of the "weaknesses" language are being seriously challenged: District 14, Gail Lowe, and District 7, David Bradley. The balance on a science standards review panel is also threatened because each member of the panel was nominated by a pair of board of education members.

The Democratic challenger in District 14, Edra Fogle, appears to be a hopeless dyed-in-the-wool dogmatic Darwinist. Her campaign website even makes the straw-man comparison of the evolution controversy and the heliocentrism controversy:
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This year the question will be whether to teach creationism, otherwise called intelligent design, in high school biology. Serious scientists reject the belief, based on the fossil evidence—and on what we see every year about mutations, about bacteria and viruses adapting to new drugs, about one species of plants or one kind of fish driving out another. Everyone has a right to one’s religious beliefs, but these have no place in the curriculum. Our children will have to compete in an increasingly global market. American education is currently producing less satisfactory results than that in many foreign countries. We do not dare let our schools fall ever further behind by ill-equipping our students.

Do we want to be like those “scientists” of the Renaissance who rejected heliocentrism — the belief that the earth goes around the sun? What would our understanding of the universe be like if we still taught that the earth is fixed in place at the center of everything, and that the planets and stars revolve around it? Copernicus developed mathematical reasons refuting this belief in the early 1500’s, but was forced to recant. Over a century later Galileo was held under house arrest by the Inquisition for advocating Copernican theory, in spite of the evidence supplied by better telescopes. Not until well along into the 1700’s was the overwhelming evidence that the earth revolves around the sun accepted.

When in the hell are Darwinists going to get it through their thick skulls that not all criticisms of evolution are based on religion?

The Fort Worth Star Telegram reports that an independent is also running against Lowe.

A Houston Chronicle endorsement of the District 7 challenger, Laura Ewing, says,

One of the board members supporting the "strengths and weaknesses" provision is the vice chairman, David Bradley of Beaumont. Bradley, a Republican representing District 7, which includes parts of the Houston area, contends: "Evolution is not a fact. Evolution is a theory and, as such, cannot be proved. Students need to be able to jump to their own conclusions."

Ewing, by contrast, says she believes in creationism but thinks it is best discussed in personal religious practice rather than in the classroom. The Chronicle could not agree more.

However, nowhere does Ewing's campaign website say anything about her believing in creationism, nor does her website have any direct statement from her about the evolution controversy (her website does post copies of pro-Darwinist articles, but these are not in Ewing's own words). The closest her website comes to making her own statement -- in her own words -- about the evolution controversy is the following statement, from an op-ed published in the Beaumont Examiner:

Unfortunately, a group of so-called conservatives that has seized control of the board appear much more interested in furthering an ideological agenda than improving Texas schools. Far from conservative, these board members are fostering a radical attack on public education in this state. From tampering with science and reading textbooks to skirting or ignoring laws with which they disagree or find inconvenient, the group works full-time to undermine the very school system they are legally bound to support. (emphasis added)

The school board members can't "tamper" with textbooks -- only publishers can do that. However, publishers have sometimes rewritten textbooks to suit the wishes of the Texas board of education.

Also, as I have said many times, the issue here is not just "poof"-type creationism -- some scientific and pseudoscientific criticisms (or weaknesses) of evolution are so technically sophisticated that they can be properly taught only by qualified science teachers.

If Ewing really believes in creationism, that's good IMO -- that would probably make it easier to persuade her to support retention of the "strengths and weaknesses" language. If she will approach the "strengths and weaknesses" language with an open mind, that's good.

BTW, here is an op-ed by board chairman Don McLeroy, who supports the "strengths and weaknesses" language.
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Sunday, October 19, 2008

Benchmarks for state science standards

Benchmarks:

(1) Students will know how people of the Middle Ages -- as well as some ancients -- knew that the earth is round.

(2) Students will know the origins of the myth that people of the Middle Ages believed that the earth is flat. Students will know that fabulist Washington Irving's fabricated biography of Columbus was a major source of this myth.

(3) Students will know that stupid, ignorant Darwinists have been spreading this myth in an effort to discredit criticisms of Darwinism.

Students will be tested on the above three benchmarks. Students will not receive a passing grade until they correctly answer questions about these benchmarks.

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Saturday, October 18, 2008

Revised "strengths and weaknesses" language for Texas biology standards

As regular readers of this blog know, there is now a big controversy over whether or not to retain the "strengths and weaknesses" language in the new Texas biology standards. This language -- which has been in the Texas science standards for 20 years or more -- is,

The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

Teaching scientific and pseudoscientific weaknesses (or criticisms) of evolution theory serves the bona fide secular purposes of broadening students' education, encouraging critical thinking, helping students learn the material, and increasing student interest. For example, IMO the Second Law of Thermodynamics is not a valid criticism of evolution but analysis of the SLoT as a criticism of evolution would be a valuable learning experience for students. Also, some scientific and pseudoscientific criticisms of evolution are so technically sophisticated that they can be properly taught only by qualified science teachers -- this stuff is not just "poof"-type creationism. However, Darwinists advocate a scorched-earth policy of eliminating the "strengths and weaknesses" language just to prevent the fundies from using it as a loophole for introducing creationism or supernaturalism into science courses. Darwinists are trying to throw out the baby with the bathwater -- or burn down the house to roast the pig.
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I propose the following rewording of the "strengths and weaknesses" language: "scientific and pseudoscientific strengths and weaknesses." An alternative wording would be "scientific strengths and scientific and pseudoscientific weaknesses," for those who object to the idea of calling strengths "pseudoscientific." Those wordings leave open the possibility that some of the weaknesses -- and even some of the "strengths" -- may be pseudoscientific, but allow alleged weaknesses to be taught anyway for the reasons I stated above. However, creationism and supernaturalism could not satisfy the terms "scientific" or "pseudoscientific" because these things do not pretend to be scientific.
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Friday, October 17, 2008

Darwinists oppose balance on science standards committees

The Texas Board of Education has nominated 6 people for a panel to review the proposed new Texas state science standards. An article in the Dallas Morning News says, "The committee was chosen by 12 of the 15 members of the board of education, with each panel member receiving the support of two board members." The Texas Freedom Network website says,

AUSTIN - Texas Freedom Network President Kathy Miller today sharply criticized the inclusion of three strident evolution opponents, including two authors of an anti-evolution textbook, on a panel that will review proposed new science curriculum standards for Texas public schools. The inclusion of the two textbook authors raises serious questions about conflicts of interest and whether political agendas took priority over giving Texas students a 21st-century science education, Miller said.

“It’s simply stunning that any state board members would even consider appointing authors of an anti-evolution textbook to a panel of scientists,” she said. “Are they coming here to help write good science standards or to drum up a market for their lousy textbook?”

As the Discovery Institute points out, Darwinist panel nominees David Hillis and Gerald Skoog also have a "conflict of interest" because they are also authors of biology textbooks.

The TFN webpage continues,
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The textbook, Explore Evolution, is intended for secondary schools and colleges, according to its U.S. distributor, the anti-evolution Discovery Institute in Seattle. Because of that, the State Board of Education could consider it for the state’s approved list of science textbooks in 2011.

The two authors are Stephen Meyer, who is vice president of the Discovery Institute, and Ralph Seelke, a professor of the department of biology and earth sciences at the University of Wisconsin-Superior. A third panel member, Charles Garner, is a professor of chemistry at Baylor University in Waco.

All three are supporters of the anti-evolution concept “intelligent design”/creationism and have signed the Discovery Institute’s “Dissent from Darwinism” statement. In addition to their textbook, Meyer and Seelke testified in 2005 against evolution in hearings called by religious conservatives who controlled the Kansas State Board of Education.

Texas state board members nominated all six panelists. The three other members of the review panel are Texas scientists with long, distinguished resumes:

David Hillis, professor of integrative biology and director of the Center of Computational Biology and Bioinformatics at the University of Texas at Austin;

Ronald K. Wetherington, professor of anthropology at Southern Methodist University and director of the Center for Teaching Excellence;

Gerald Skoog, professor and dean emeritus of the College of Education at Texas Tech and co-director of the Center for Integration of Science Education and Research

The Darwinists are quick to accuse Meyer, Seelke, and Garner of bias while ignoring the biases of the other three nominees, Hillis, Wetherington, and Skoog. David Hillis was a speaker at a press conference of the 21st Century Science Coalition, which seeks to remove the ~ 20-year-old "strengths and weaknesses" language from the state science standards. Gerald Skoog has also been a pro-Darwinist activist and is a signer of the coalition's statement that opposes the "strengths and weaknesses" language. Ronald Wetherington opposed the holding of a "Darwin v. Design" conference at SMU last year (to his credit, Wetherington has not signed the 21st Century Science Coalition's statement opposing the "strengths and weaknesses" language -- yet). So none of the 6 nominees for the panel is neutral and the nominees are evenly divided between dogmatic Darwinists and Darwin doubters.

It was reported that 6 members (correction -- the correct figure is 7, out of a total of 15 members) of the Texas board of education support retaining the "strengths and weaknesses" language, so why should anyone be surprised that they selected panel nominees who support that position?

Darwin doubters are not asking for the moon -- mainly they are just asking for retention of the "strengths and weaknesses" language that has been in the standards for 20 years or more.

The TFN webpage says,

“Texas universities boast some of the leading scientists in the world,” Miller said. “It’s appalling that some state board members turned to out-of-state ideologues to decide whether Texas kids get a 21st-century science education.”

If Meyer and Seelke supported the TFN agenda, TFN would not object to their being from out-of-state.

News articles about the selection of the nominees for the panel are here and here.

Darwinists are opposed to any kind of balance on science standards committees. Why does every member of a state science-standards committee have to be a dyed-in-the-wool Darwinist? Why shouldn't the many people who are in favor of keeping the "strengths and weaknesses" language be represented on the standards committees? Also, the Darwinists really loused up the recently adopted Florida state science standards. The Florida science standards say that "evolution is the fundamental concept underlying all of biology." That's just plain wrong -- how can that be true when 13% of respondents in a recent national survey of science teachers agreed or strongly agreed with the statement that an "excellent" biology course could exist that does not mention Darwin or evolution theory at all? And the Florida science standards say that "scientific theories" are by definition "well-supported" and "widely accepted." That's ridiculous -- there are strong scientific theories and weak scientific theories.

I called the Texas Education Agency yesterday and asked when they are going to post the online form for commenting about the proposed new science standards and they told me that they are working on it and did not give me a firm release date. The proposed standards were released nearly four weeks ago and time's a-wasting -- there is going to be some kind of preliminary hearing or decision in November (there will be further hearings and a final decision will be made some time next year).
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Monday, October 13, 2008

Another summary of Caldwell v. Caldwell

This news article is another summary of the 9th Circuit appeals court's Caldwell v. Caldwell decision. The arbitrariness and capriciousness of the judges' reasoning are readily apparent.

The National Center for Science Education also has a summary of the decision.

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Sunday, October 12, 2008

Caldwell v. Caldwell is a travesty, Part 2


For a larger image, click on above picture

The homepage of "Understanding Evolution for Teachers." The plaintiff in Caldwell v. Caldwell could not be sure which topics to avoid on this homepage in order to avoid seeing an offensive religious message -- for example, such a message is likely to appear under the topic labels "misconceptions," "overcoming roadblocks," "nature of science," and even "teaching evolution."

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Part 1 is here.

The appeals court opinion in Caldwell v. Caldwell says (pages 9-10),

In Buono [Buono v. Norton, 371 F.3d 543 (9th Cir. 2004)] , the plaintiff, a retired employee of the Park Service who had been Assistant Superintendent of the Mojave National Preserve and regularly visited it, complained that a Latin cross atop Sunrise Rock violated the Establishment Clause and was offensive to him. He regarded the cross as offensive because it was on federal property — not because of the cross as such — and the district court found that Buono would tend to avoid Sunrise Rock as long as the cross remained standing. We held that Valley Forge “drew a distinction between abstract grievances and personal injuries, not ideological and religious beliefs,” 371 F.3d at 547, and that Buono’s inhibition from freely using the Preserve sufficed as injury in fact and constituted “personal injury suffered . . . as a consequence of the alleged constitutional error.” Id. (quoting Valley Forge, 454 U.S. at 485) [Valley Forge Christian College v. Americans United for Separation of Church and State, Inc., 454 U.S. 464 (1982)] . (boldness added)

What? "Drew a distinction between abstract grievances and personal injuries, not ideological and religious beliefs"? What in the hell is that supposed to mean? That is really getting arbitrary, capricious, nitpicking, and hairsplitting -- it is all basically just a "right" to not be offended.

The Caldwell opinion continues (page 10),

Since Buono, we have also considered standing to pursue an Establishment Clause challenge in the context of a government seal. In Vasquez v. Los Angeles County . . . .

The ridiculous Vasquez v. Los Angeles County case is discussed in Part 1.

Caldwell says (pages 10-11),

Caldwell’s situation does not fit neatly into a place already staked out along the continuum of Establishment Clause standing. She is neither so removed from the conduct challenged as the plaintiffs were in Valley Forge, nor so close as the plaintiff was in Vasquez. Her connection to the writing on the website is more tenuous than Buono’s to the Preserve where the offending symbol was a Latin cross that was permanently installed on a top of a hill, while her complaint is more abstract and her contact less forced than Vasquez’s.

The Caldwell v. Caldwell decision does not adequately distinguish between Jeanne Caldwell's situation and Buono's situation. Buono always knew where the cross was and he could avoid looking at it. However, Caldwell could not be sure which topics to avoid on the "Understanding Evolution for Teachers" homepage -- shown above -- in order to avoid seeing an offensive religious message; for example, such a message is likely to appear under the topic labels "misconceptions," "overcoming roadblocks," "nature of science," and even "teaching evolution." I will show below that Caldwell was also not adequately distinguished from Vasquez.

Caldwell says (page 11),

It is instructive to compare School District of Abington v. Schempp, 374 U.S. 203 (1963), and Doremus v. Board of Education, 342 U.S. 429 (1952), as the Supreme Court did in Valley Forge. 454 U.S. at 486 n.22. Schempp is the source of the rule which informed our decision in the seal case, that unwelcome direct contact with an allegedly offensive religious or anti-religious symbol, suffices for Article III standing.(boldness added)

See Vasquez, 487 F.3d at 1251-53. In Schempp, children enrolled in public school together with their parents objected to a Bible reading in the classroom that was mandated by state law. The Court found the interests asserted sufficient for standing because these plaintiffs were “directly affected by the laws and practices against which their complaints are directed.” Schempp, 374 U.S. at 224 n.9. This contrasts with Doremus, in which the same issues were raised but in which parents lost standing to sue when their children were graduated. 342 U.S. at 432-33 . . . . (boldness added)

As the Court explained in Valley Forge, “[t]he plaintiffs in Schempp had standing, not because their complaint rested on the Establishment Clause — for as Doremus demonstrated, that is insufficient — but because impressionable schoolchildren were subjected to unwelcome religious exercises or were forced to assume special burdens to avoid them.” 454 U.S. at 486 n.22. (boldness added)

How does Doremus show that resting a complaint on the Establishment Clause is insufficient? According to the above statements in Caldwell, Doremus raised the same issues as Schempp but the parents in Doremus "lost standing to sue when their children were graduated." So according to the above statements in Caldwell, all Doremus really showed was that plaintiffs can be declared to lose standing when challenged actions no longer directly affect them. But what does that have to do with Caldwell, where there is no claim that the plaintiff is no longer affected by the challenged action? Anyway, Jeanne Caldwell -- like Vasquez -- complained of "unwelcome direct contact with an allegedly offensive religious or anti-religious symbol" or message, and if anything, her complaint was less "abstract" than Vasquez's complaint about the county seal because the seal did not contain any offensive religious or anti-religious symbols or messages but was just a reminder that a Christian cross had been removed when the seal was redesigned.

Caldwell says (page 12) --

. . . .Caldwell’s offense is no more than an “abstract objection” to how the University’s website presents the subject . . . That she is the parent of school-age children makes her position no less remote, for her connection to the University of California website is not similar to the relationship in Schempp between parents whose children are directly exposed to unwelcome religious exercises in the classroom and the school district. Accordingly, we believe there is too slight a connection between Caldwell’s generalized grievance, and the government conduct about which she complains, to sustain her standing to proceed.

So was that the deciding factor in the decision to deny standing -- the fact that the contact with the offending material was not "forced"? Isn't that sort of arbitrary?

BTW, Justice Antonin Scalia's concurring opinion in Hein v. Freedom from Religion Foundation criticizes flaws and inconsistencies in some of the same decisions cited in Caldwell: Valley Forge Christian College v. Americans United for Separation of Church and State, Inc., 454 U.S. 464 (1982), Doremus v. Board of Education, 342 U.S. 429 (1952), and Lujan v. Defenders of Wildlife, 504 U.S. 555 (1992).

Also, something really bothered me about the testimony of the National Science Foundation's attorney at the oral hearing (click on "statements by one judge during oral arguments" on this webpage -- the offending statement starts at 35:38 in the audio recording). He argued -- I think correctly -- that the NSF had no control over the content of UC-Berkeley's website and therefore was not a proper defendant in the case (in contrast, the US Environmental Protection Agency was a proper defendant in my lawsuit against California's smog impact fee because -- as an expert testified in state court -- the fee required the approval of the EPA). However, he added that the NSF's briefs said that the district court correctly dismissed the case, and IMO that was uncalled-for -- if the NSF is not a proper party to the case and is not affected by the case in any way, then the NSF should not be stating an opinion as to whether the case was correctly dismissed or not. Some attorneys have no sense of propriety.

Also, I want to say that IMO the rules of standing to sue should just be thrown out the window in constitutional cases. The Constitution is supposed to be the supreme law of the land, and following a rule of standing at the expense of the Constitution is straining at a gnat and swallowing a camel. Unfortunately, the tendency in the courts -- including constitutional cases -- has been to make the rules of standing more stringent rather than less stringent, because making these rules less stringent would lead to charges of violating precedent and charges that plaintiffs in the past were unfairly denied standing. Thus, the courts are riding a tiger and are afraid to dismount. Also, a desire to duck a lawsuit's merits gives judges an incentive to deny standing (judges desiring to duck issues should make more use of the principle of non-justiciability). The courts have been painting themselves into a corner by making the rules of standing more and more restrictive. One most choose between supporting the Constitution and supporting the rules of standing -- no one can serve two masters. Probably one of the worst examples of a court-created rule of standing is the arbitrary rule from Hein v. Freedom from Religion Foundation saying that taxpayers in establishment clause cases have standing where Congressional allocations of tax money are involved but not where executive-branch allocations of tax money are involved. IMO the notion that stringent rules of standing are necessary to prevent the courts from being flooded with lawsuits does not hold water -- the time, trouble, and expense of filing lawsuits tend to discourage frivolous lawsuits, and frivolous lawsuits that are filed can be quickly disposed of in rulings on the merits. And -- hypocritically -- Congress and the courts have actually been encouraging a proliferation of constitutional lawsuits by allowing unlimited attorney fee awards at full market rates even when the legal representation is pro bono and/or by non-profit organizations (see this article about Blum v. Stenson). Also, the vigilantist "citizen suit" provisions of environmental laws give all citizens standing to sue even when there are no allegations of injury to anyone or anything, let alone the plaintiffs.

If judges are really determined to deny standing, they can almost always find an excuse for doing so.

Judge to plaintiff: "I know that you have lost a fortune and spent years in pursuing this case, but I am still wondering if you are really interested in this case. I don't mean just a little interested -- I mean really, really interested. "

A litigant, it seems, will have standing if he is "deemed" to have the requisite interest, and "if you . . . have standing, then you can be confident you are" suitably interested.
-- Justice Harlan, dissenting opinion in Flast v. Cohen, 392 U.S. 83, 130

BTW, Justice Harlan also made the following statement about "taxpayer standing" (the issue of taxpayer standing was a factor in the district court's -- but not the appeals court's -- denial of standing in this case) --

The taxpayer cannot ask the return of any portion of his previous tax payments, cannot prevent the collection of any existing tax debt, and cannot demand an adjudication of the propriety of any particular level of taxation. His tax payments are received for the general purposes of the United States, and are, upon proper receipt, lost in the general revenues. . (citation omitted) . . . The interests he represents, and the rights he espouses, are, as they are in all public actions, those held in common by all citizens. To describe those rights and interests as personal, and to intimate that they are in some unspecified fashion to be differentiated from those of the general public, reduces constitutional standing to a word game played by secret rules. -- Justice Harlan, dissenting opinion in Flast v. Cohen, 392 U.S. 83, 128-129

Rules of standing that are based on bad precedents are reminiscent of the following observation by Jonathan Swift:

It is a maxim among these lawyers that whatever has been done before, may legally be done again: and therefore they take special care to record all the decisions formerly made against common justice, and the general reason of mankind. These, under the name of precedents, they produce as authorities to justify the most iniquitous opinions; and the judges never fail of directing accordingly.

-- and also the following definition of "precedent" in Ambrose Bierce's "Devil's Dictionary":

In Law, a previous decision, rule or practice which, in the absence of a definite statute, has whatever force and authority a Judge may choose to give it, thereby greatly simplifying his task of doing as he pleases. As there are precedents for everything, he has only to ignore those that make against his interest and accentuate those in the line of his desire. Invention of the precedent elevates the trial-at-law from the low estate of a fortuitous ordeal to the noble attitude of a dirigible arbitrament.

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Friday, October 10, 2008

Caldwell v. Caldwell is a travesty, Part 1


For larger image, click on the picture above.

FIG. 1 When the L.A. County seal was redesigned in 2004, the tiny cross (visible above the bandshell in the middle of the right side of the old seal) was removed because of an establishment-clause lawsuit threat from the ACLU.

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FIG. 2 Cartoon from UC-Berkeley's "Understanding Evolution" website. Plaintiff in Caldwell v. Caldwell alleged that this tax-funded website endorsed beliefs that evolution theory is compatible with religion while disapproving contrary beliefs.

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This is Part 1. Part 2 has been posted.

The 9th circuit court of appeals' Caldwell v. Caldwell decision is a travesty and we should make a really big stink about it that the courts won't forget. In Caldwell, the 9th circuit denied standing to plaintiff Jeanne Caldwell's challenge to UC-Berkeley's "Understanding Evolution" website discussed above in Fig. 2. But in Vasquez v. Los Angeles County 487 F.3d 1246 (9th Cir. 2007), the 9th circuit granted standing to a complaint that the new L.A. county seal in Fig. 1 is "an offensive anti-religious symbol" because the cross that was in the old seal was removed! Though the 9th circuit did finally rule that the Vasquez suit lacked merit, the court did give the case a lengthy "Lemon test" analysis. IMO the courts did not have grounds for denying standing in Vasquez but they spent far more time in judging the merits than the case deserved -- L.A. County never had an obligation to have a cross in the seal and the cross in the old seal actually gave Christianity a sort of favored position -- it was not really a favored position because the cross was a historical rather than a religious symbol -- so at worst Christianity lost its favored position. Also, there was no anti-religious message in the new seal itself -- the new seal was just a reminder that the cross had been removed. But if Vasquez was entitled to standing, then Jeanne Caldwell was certainly entitled to standing too. How arbitrary and capricious can the courts get? Denial of standing is often just a gimmick that judges use to dodge making decisions on the merits. Casey Luskin says that statements by one judge at an oral hearing hinted that Jeanne Caldwell's suit had merit:

So when there's this particular page which is the focus of this which says that religion and evolution are not incompatible, now is that a position taken by the museum, taken by the institution, the university? [19:40]

Does the [university] say this is not necessarily our position but this is a way that teachers have dealt with the problem? It doesn't say that . . . ." [20:24]

"If in fact this is the pronouncement of the government as to its view of religion, I think that that is a critical point" [20:55]

(a complete audio recording of the ~39-minute oral hearing is provided)

The Caldwell v. Caldwell opinion summarizes the case as follows (pages 3-4):
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We must decide whether Jeanne E. Caldwell, who asserts an interest in being informed about how teachers teach the theory of evolution in biology classes, has standing to pursue an Establishment Clause claim arising out of her offense at the discussion of religious views on the “Understanding Evolution” website created and maintained by the University of California Museum of Paleontology and funded in part by the National Science Foundation. She avers that the website endorses beliefs which hold that religion is compatible with evolutionary theory and disapproves beliefs, such as her own, that are to the contrary, thereby exposing her to government endorsed religious messages and making her feel like an outsider. In a published opinion, the district court concluded that Caldwell’s allegations state only a generalized grievance insufficient for injury in fact, and dismissed the complaint. Caldwell v. Caldwell, 420 F.Supp.2d 1102, 1007 (N.D. Cal. 2006). We also conclude that the harm asserted by Caldwell to her interest in being informed about the teaching of evolutionary theory is too generalized and remote to confer standing against the University of California faculty who administer the website and develop its content on behalf of the Museum of Paleontology. Caldwell’s complaint against the Director of the National Science Foundation has become moot since her appeal was taken. Therefore, we affirm.

Caldwell v. Caldwell has the following discussion (page 10) about Vasquez v. Los Angeles County 487 F.3d 1246(9th Cir. 2007) --

In Vasquez v. Los Angeles County, a county employee was forced to have daily contact with a county seal from which a cross had been removed and which he regarded, for this reason, as an offensive anti-religious symbol. 487 F.3d 1246, 1249 (9th Cir. 2007). We held that Vasquez had standing even though he had taken no affirmative steps to avoid areas where the symbol was located; we did not think it necessary to require a change of behavior — in his case, to quit his job — in order to vindicate spiritual harm from unwelcome direct contact with an allegedly offensive religious (or anti-religious) symbol. Nor did we think Vasquez’s contact with the symbol too tenuous, indirect, or abstract to give rise to Article III standing given that he held himself out as a member of the community where the seal was located, as someone forced into frequent regular contact with it, and as someone directly affected by unwelcome direct contact with a symbol that was pervasively on display. We thought Valley Forge distinguishable in this respect, because the plaintiffs there were physically removed from the allegedly unconstitutional conduct, and because Vasquez had alleged more than “a mere abstract objection” to removal of the cross from the county seal. Id. at 1251 (quoting Suhre v. Haywood County, 131 F.3d 1083, 1086 (4th Cir. 1997)).

I previously noted that though the district court's dismissal of Caldwell v. Caldwell was partly based on an alleged lack of taxpayer standing, the taxpayer standing issue was inexplicably ignored in the appeals court decision -- the appeals court opinion said (page 6), "The district court held that Caldwell failed to make out taxpayer standing with respect to both the federal and state parties, an issue that is not appealed." I discuss the district court decision here.

There are now three possibilities:

(1) A petition for a rehearing by the original 3-judge panel

(2) A petition for an en banc rehearing (full-court rehearing -- actually just a partial-court 11-judge rehearing in the 9th circuit). It takes just one judge to request a vote on whether to hold a rehearing. An en banc rehearing is held if a majority of the circuit's active judges vote in favor of it.

(3) An appeal to the Supreme Court.

The Caldwell v. Caldwell suit was filed three years ago, so the wheels of injustice turn very slowly. That is an awfully long time to reach an appeals court decision for this case, especially considering that the case has a high profile (it has been in the news and the district court decision was published and the appeals court decision is going to be published, though relatively few court decisions are published) and was a fairly simple and straightforward case. So imagine what the judges do to low profile cases -- they don't even bother to read the briefs. In my first smog impact fee lawsuit in the federal courts, there was no oral hearing and no opinion at either the district court or appeals court levels. I was later vindicated when the state courts declared the fee to be unconstitutional and an expert testified in state court that the fee required the approval of the US Environmental Protection Agency, showing that my case belonged in federal court. People who go to the time, effort, and expense of suing in the courts are entitled to more than a brush-off.

I have more things that I want to say about Caldwell v. Caldwell and I may post them either in the comment thread here or in a new post.
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