Shameless Plug

Some people may have noticed that an organisation called Truth In Science has been in the news recently. It is concerned with the dogmatic teaching of the Darwinian theory of evolution as the only way of looking at the available data. In the wake of TiS has come a very august-sounding organisation called the “British Centre for Science Education”, a spokesman of which has recently written to the Times (with a and a reply from Prof Andy Mackintosh of TiS).

The reason for mentioning all this is that my friend David Anderson has now set up a blog to challenge the 2+2=5 reasoning of the very august-sounding “British Centre for Science Education”. Please go and read it and link to it!

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Shameless Plug

3 thoughts on “Shameless Plug

  1. Johnhttp://john.pettigrew.org.uk/blog/ says:

    OK, the BCSE aren’t particularly helpful (some atheists are as strident as the most fundamentalist Christian, naming no Dawkinses). But TiS isn’t anything like as unpartisan as it tries to sound; it is trying quite definitely to get ID included in science lessons.

    And, I have to say that religion (which includes Creationism) and philosophy (which includes ID) have little to no place in a science lesson. After all, we don’t expect RE teachers to be spending their time talking about science, do we?

    In case you’re wondering, ID isn’t science because it (a) make no falsifiable claims about the world, (b) has produced little to no actual evidence in support of its position and (c) still lacks even a basic consistent theory to propound! (Even the Behe-style irreducible complexity, which is only part of the whole ID movement, doesn’t approach coherence, or even consistency.)

    Let’s call a spade a spade, and admit that ID has no place in science lessons.

    pax et bonum

  2. Susan says:

    John…you have clearly not been around KS4 RE lessons of late. The modules are not about what the main world faiths believe as this is covered in some way or other in KS3. The lessons in the later stages of school life are about applying moral, ethical and religious teaching to contemporary issues like euthanasia, abortion, stem cell research and so on. Many of today’s challenging issues come from advances in science and technology and need an ethical response and since many of us get our moral framework or world view from the teachings of the Bible or the traditions of our faith there is plenty of scope for science in RE. The converse is also true in the new GCSE Science in Life courses. Life isn’t lived in little boxes as the people who educate children are aware of.

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