“Intelligent Design” (ID) is a contemporary intellectual movement arguing that there is scientific evidence for the existence of some sort of creator. Its proponents see ID as a scientific research program and as a way to build a bridge between science and theology, while many critics see it merely as a repackaged form of religiously motivated creationism: both bad science and bad theology. In this article, I offer a close reading of the ID movement's critique of theistic evolutionism and argue (...) that this critique is ultimately in tension with the movement's broader thought. (shrink)

This paper challenges the claim that science is metaphysically neutral upheld by contenders of the separation of peacefully co-existent science and religion and by evolutionary theists. True, naturalistic metaphysical claims can neither be refuted nor proved and are thus distinct from empirical hypotheses. However, metaphysical assumptions not only regulate the theoretical and empirical study of nature, but are increasingly supported by the growing empirical body of science. This historically evolving interaction has contributed to the development of a naturalistic worldview that (...) renounces the necessity of a transcendent god and of purposeful design. The thesis presented here differs not only from the claims of the “separatists” and of evolutionary theists. In pointing to the metaphysical aspects of science, I also criticize the failure of some evolutionary naturalists to distinguish between empirical and metaphysical contentions. Most important, based on the examination of science suggested here, creationists’ false accusation that science is only a naturalistic dogma is refuted. Finally, the difficulties involved in the position endorsed here for the public support of evolution are acknowledged, taking into account the high religious profile of the American society and the social and political context in the US and in other countries. (shrink)

It has been much debated whether epistemic relativism in academia, for instance in the form of social constructivism, the strong programme, deconstructionism, and postmodernism, has paved the way for the recent upsurge in science denial, in particular climate science denial. In order to provide an empirical basis for this discussion, an extensive search of the social science literature was performed. It showed that in the 1990s, climate science was a popular target among academic epistemic relativists. In particular, many STS scholars (...) used it as an allegedly clear example of claims by natural scientists that should be treated as mere social constructions, rather than as reports on the actual state of the natural world. A few connections between social constructivists and corporate science denialism were also uncovered, but the extent of such connections could not be determined. With few exceptions, the stream of criticism of climate science from academic relativists has dwindled since the 1990s. One reason for this seems to be that the contrarian position lost its attraction when it became associated with corporate and right-wing propagandists. (shrink)

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented (...) in education. To teach NOS means to adopt a reflexive perspective on science. Therefore, we suggest that controversies within and between the reference disciplines are relevant for NOS teaching and not only the NOS but about NOS should be taught, too. We address the objections that teaching about NOS is irrelevant for real life and too demanding for students. First, we argue that science-reflexive meta-discourses are relevant for students as future citizens because the discourses occur publicly in the context of sociopolitical disputes. Second, we argue that it is in fact necessary to reduce the complexity of the above-mentioned discourses and that this is indeed possible, as it has been done with other reflexive elements in science education. In analogy to the German construct Bewertungskompetenz, we suggest epistemic competency as a goal for NOS teaching. In order to do so, science-reflexive controversies must be simplified and attitudes toward science must be considered. Discourse on the scientific status of potential pseudoscience may serve as an authentic and relevant context for teaching the controversial nature of reflexion on science. (shrink)

The extended evolutionary synthesis intends to offer a new framework for understanding evolution based mainly on empirical and theoretical findings of current studies, including heredity and evolutionary developmental biology. In this essay, we present and develop the following objections about the terminology associated with the EES literature: despite using the term "extension," EES protagonists claim new evolutionary processes, reformulate conceptual networks, and modify central assumptions of the evolutionary synthesis. Therefore, the difference between ES and EES should not be described in (...) terms of a set-subset relationship ; despite using the term "synthesis," the EES leads, at least in the short term, to a pluralism of approaches in evolutionary biology. Thus, we argue that the EES should not be described as a synthesis, but as a broad and plural interpretative framework encompassing different approaches. These objections are not directed to the proposed changes, but to the interpretation of these changes as a mere expansion of the previous evolutionary framework, as well as to the interpretation of the EES as a synthesis. Based on these objections, we seek to present some explanations for the use of the term "extended synthesis" among its protagonists. (shrink)

The teaching of evolution in American high schools has long been a source of controversy. The past decade has seen an important shift in the rhetoric of anti-evolutionists, toward arguments of a strongly mathematical character. These mathematical arguments, while different in their specifics, follow the same general program and rely on the same underlying model of evolution. We shall discuss the nature and history of this program and model and describe general reasons for skepticism with regard to any anti-evolutionary arguments (...) based upon them. We shall then survey the major arguments used by anti-evolutionists, to show how our general considerations make it possible to quickly identify their weakest points. (shrink)