I consider what it might mean to teach creationism and offer a variety of educational, legal, religious, and philosophical arguments for why it is improper to teach it in public school science classes and possibly elsewhere as well. I rebut the standard creationist arguments for inclusion. I also rebut Rawlsian arguments offered by philosopher of religion Alvin Plantinga.

Though better recognized for its immediate endeavors in human embryo research, the Carnegie Department of Embryology also employed a breeding colony of rhesus macaques for the purposes of studying human reproduction. This essay follows the course of the first enterprise in maintaining a primate colony for laboratory research and the overlapping scientific, social, and political circumstances that tolerated and cultivated the colony’s continued operation from 1925 until 1971. Despite a new-found priority for reproductive sciences in the United States, by the (...) early 1920s an unfertilized human ovum had not yet been seen and even the timing of ovulation remained unresolved. Progress would require an organized research approach that could extend beyond the limitations of working with scant and inherently restrictive human subjects or with common lab mammals like mice. In response, the Department of Embryology, under the Carnegie Institution of Washington, instituted a novel methodology using a particular primate species as a surrogate in studying normal human reproductive physiology. Over more than 40 years the monkey colony followed an unpremeditated trajectory that would contribute fundamentally to discoveries in human reproduction, early embryo development, reliable birth control methods, and to the establishment of the rhesus macaque as a common model organism. (shrink)

In this nationwide study of American and Canadian journalists, I found that their moral and ethical values are solidly connected to the Judeo-Christian tradition, even among those who do not claim to be religiously oriented. This study shows that religious values are imbedded deeply, if not always consciously, in the moral and ethical values of journalists and that journalists of varying religious orientations tend to endorse a core group of moral and ethical principles at the heart of the religious heritage (...) of the United States and Canada. However, journalists have expanded their definition of what religion coverage means in an increasingly diverse and secular society, and few want to connect their professional values only with Christian teaching. (shrink)

. One peculiarity of the broad theme of science‐religion dialogues is that while it has been growing significantly, it seems to be moving farther and farther away from its goal of establishing bridges and understandings between the two enterprises. This essay explores this unhappy situation, with particular reference to the works of two scholars who have been critical of some of the pioneer theologians and have suggested some radically new approaches to the issues.

Scientific inquiry is both theoretical and empirical. It succeeds by bringing thought into productive harmony with the observable universe, and thus, students can attain a robust understanding of the nature of science only by developing a balanced appreciation of both these dimensions. In this article, I examine naïve empiricism, a teaching pattern that deters understanding of NOS by attributing to observation scientific achievements that have been wrought by a partnership of thought and empirical experience. My more specific concern is the (...) naïve empiricism promoted when teachers illustrate NOS through historical anecdotes about conflict between science and religion. Since the religious actors depicted in such accounts appear to reject evidence, these narratives lead readers to suppose that scientists draw their conclusions in exactly the opposite way, from empiricism alone. I illustrate this pattern by examining two representative treatments of the Copernican revolution. My methods are historical and critical. (shrink)

Amidst a crowded field of contenders, the Scopes trial retains a powerful claim to the title Trial of the Past Century, with repercussions that have already extended well into the next. As an acutely divisive event in American scientific, legal, political, educational and religious life, the Scopes trial has persistently attracted commentators intent on mapping the dense network of persons and interests forcefully drawn together in Dayton, Tennessee in the often hotly contentious proceedings of July 10–21, 1925. These commentators have (...) been keen to explore both the foundations and the far-reaching consequences of courtroom polemics, sometimes with their own polemical intentions laid bare: from journalist H. L. .. (shrink)

This article examines Huston Smith's critique of and remedy for modernity from the perspective of a college professor who adopted “Why Religion Matters” as required reading for undergraduates. Smith's heartfelt plea to consider, if not embrace, the common wisdom of traditional religious worldviews deserves a hearing. But Smith's approach is also in need of qualification, supplementation, and critique. This article, ironically, finds the needed qualification, supplementation, and critique in Huston Smith's much earlier publication, The Purposes of Higher Education . This (...) article provides the dialogue. (shrink)

Even as paleoanthropology becomes increasingly sophisticated in revealing both the broad contours and the details of the deep evolutionary history of Homo sapiens, it continues to be informed by lingering pre-evolutionary residues. Specifically, the goal of prior research was to demonstrate that the influence of the ancient Scala Naturae as an organizing principle significantly contributed to the scientific community’s delayed acceptance of Australopithecus as a plesiomorphic member of the Hominidae. The present study extends this research through a selective examination of (...) non-primary source material reporting on significant early hominid discoveries over the last century, beginning with Australopithecus africanus and ending with Ardipithecus ramidus. It is argued that these accessible sources reify to varying degrees the perception among the non-expert public that human beings are an inevitable culmination of the evolutionary process. This culturally transmitted schema of human exceptionalism continues to impact other life on Earth in profound ways, in some cases with calamitous results. (shrink)

Scholars have often considered evolutionary social theories a product of Positivist scientism and the naturalization of ethics. Yet the theistic foundations of many evolutionary theories proposed between the nineteenth and the twentieth centuries bolstered the belief that following natural laws was morally desirable, if not vital, to guaranteeing social and moral progress. In the early twentieth century, American paleontologist and leading evolutionist Henry Fairfield Osborn represented one of the most authoritative advocates of this interpretation of natural normativity. Particularly during the (...) last years of his career, Osborn used theological arguments to reinforce his advocacy of evolutionary ethics and social control policies, which led him to challenge his “old master” Thomas Huxley regarding the separation between evolution and moral conduct. This article examines the development of Osborn’s evolutionary ethics, with particular regard to its bearing on the American debate on euthenics. I argue that theistic topics played a major rhetorical role in the attempt to justify normative conclusions drawn from ostensible laws of evolution. (shrink)

The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...) of emotional likes and dislikes. Standard introductory texts (e.g., Bowie 2004; Vardy and Grosch 1999) on the subject of ethics rarely mention Darwin or Darwinism (Mepham 2005 is a useful exception) possibly mindful of the fact that the relationship of evolutionary biology to moral questions has had a troublesome history. The effect of this has been that whole generations of moral philosophers have given the biological sciences a wide berth and consequently often remain poorly informed about recent advances in evolutionary thought and the neurosciences. On the other hand, scientists have developed interesting models of the evolution of the moral sentiments and are using new imaging techniques to explore the centres of the brain associated with emotion and motivation, but many have been fearful of committing the naturalistic fallacy and so have steered clear of extrapolating their findings to ethical questions. No one after all wants to be seen to be committing an elementary logical blunder. But in the last 20 years, evolutionary biologists have regained the confidence to explore the implications of evolution for the study of ethics (de Waal 1996; Wilson 1998; Wright 1994; Greene 2003). This paper is designed to encourage those entrusted with the teaching of ethics to be open to the potential of Darwinism as a source of ideas on the origins and status of ethical thought and behaviour. It is also hoped that it will illustrate for science educators the enormous explanatory power inherent in Darwinian thought. (shrink)

Much has happened in the Darwin field since the _Correspondence_ began publishing in 1985. This overview of historiography suggests that the richness of the letters generates fresh scholarly questions and that Darwin, paradoxically, is becoming progressively deconstructed as a key figure in the history of science.

A persistent sociological thesis posits that the spread of formal education causes an inevitable decline in religion as a social institution and diminishes adherence to religious beliefs in postindustrial society. Now that worldwide advanced education is a central agent in developing and disseminating Western rationality emphasizing science as the ultimate truth claim about a humanly constructed society and the natural world this seems an ever more relevant thesis. Yet in the face of a robust “education revolution,” religion and spirituality endure, (...) and in certain respects thrive, thus creating a sociological paradox: How can both expanding education and mass religion coexist? The solution proposed here is that instead of educational development setting the conditions for the decline and eventual death of religion, the two institutions have been, and continue to be, more compatible and even surprisingly symbiotic than is often assumed. This contributes to a culture of mass education and mass religion that is unique in the history of human society, exemplified by the heavily educated and churched United States. After a brief review of the empirical trends behind the paradox, a new confluence of streams of research on compatible worldviews, overlapping ideologies, and their enactments in educational and religious social movements illustrates the plausibility of an affinity argument and its impact on theory about post-secular society. (shrink)

Throughout the last century there has been much discussion over what it is that makes an activity or a theory 'scientific'. In the philosophy of science, conversation has focused on differentiating legitimate science from so-called 'pseudoscience'. In the broader cultural sphere this topic has received attention in multiple legal debates regarding the status of creationism, where it has been generally agreed that the 'supernatural' nature of the claims involved renders them unscientific. In this thesis I focus upon the latter of (...) these issues, arguing that although there may be merit in the larger demarcation project of separating science from pseudoscience, the notion of 'supernaturality' does not belong in this adjudication. Due to the complex cultural issues that have played a role in the history of this topic, this will involve a degree of historical and normative analysis alongside more philosophically abstract considerations. Complicating the discussion is thefact that neither the term 'science' nor 'supernatural' enjoys a widely agreed upon definition. In order to assess the question then, I will survey a wide variety of definitions of each term in order to identify areas of potential conflict. I argue that in none of the prevalent understandings can we find impediment to scientific investigation inherent in the supernaturality of a claim, but rather posit that where difficulty arises it does so for more mundane reasons. I conclude that not only is there no inherent issue with scientific investigation of the supernatural, but that the term 'supernatural' itself is too poorly defined to provide a useful role in philosophical discussion. While I argue that notions of supernaturality should be abandoned entirely when assessing demarcation criteria, I concede that numerous extraneous factors, including the significant degree of overlap between the supernatural and the 'religious', warrant consideration of a compromise position. (shrink)