evolution vs. intelligent design: lessons about science communication universitat pompeu fabra july...

Evolution vs. Intelligent Design: Lessons About Science Communication

Universitat Pompeu Fabra

July 18, 2008

Evolution vs. Intelligent Design: Lessons About Science Communication Universitat Pompeu Fabra, July 28, 2008

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We have a problem in the United States (at least)

The science-society relationship is experiencing significant tension


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People generally still respect science and technology….

4Source: Science and Engineering Indicators, 2008


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European Optimism Regarding Contributions of S&T to Quality of Life

0

10

20

30

40

50

60

70

80

90

100

Percent

S&T have improved the quality of lifefor your generation

S&T will improve the quality of life offuture generations

Agree

Disagree

Don't know

Source: Eurobarometer, 2005


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But there is increasing tension in the relationship

From encroachment of science on issues of core human values


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This is not a totally new problem

Is the world flat or round?

Should scientists work on nuclear weapons?

Vaccination

Recombinant DNA


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Current scientific issues that abut against core values

Embryonic stem cell research

Studying “personal” topics Sex

Genetics of behavior

Neuroscience Where is your mind?

Where is your soul?

“Intelligent Design” versus evolution in science classrooms and science museums


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Many Americans have reservations about science

Agree

%

Disagree

%

Scientific research these days doesn’t pay enough attention to the moral values of society

56 37

We depend too much on science and not enough on faith

50 45

Science and Engineering Indicators, 2006


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European Views of Science and Faith

0

10

20

30

40

50

60

Percent

We depend too much on science and not enough on faith

Agree

Disagree

Neither agree nordisagree

Source: Eurobarometer, 2005


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Conflict with values is affecting the whole science-society relationship

Creating a divide between science and the rest of society

Society wants to influence science

Rather than just the reverse


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Teaching evolution versus “Intelligent Design”

Today’s version of “Creationism”


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Intelligent design claims to believe in gradual change

But a supernatural being guided the process

Claims to be a scientific, alternative theory to evolution

Advocates argue “teach both theories” in science classes

It is not a theory


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It is the modern version of “creationism”

But does not argue biblical literalism

An “intelligent designer” put it all in clearly outlined motion


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People have been fighting creationism for a long time


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“The attempts …to suppress all teaching of evolutionary theory…are a menace not only to freedom but to liberal education….Efforts to keep students from knowing about it are not only futile, but they constitute a violation of the rights of students to know what is the consensus of the best opinion on a great problem.”

American Association of University Professors (AAUP) Committee on Freedom of Teaching Science, 1925


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Evolution of “intelligent design”

1859 – Origin of the Species

1923 – First anti-evolution (in schools) bills past

1925 – Scopes trial in Tennessee

1925-1930 – 35 new anti-evolution bills introduced

1947-1948 - Supreme Court bans religion in public schools

1950 - Pope accepts evolution

1981 – “Equal time for creationism” bills adopted in LA and AK

1987 – Supreme Court overturns LA bill

1990 - Intelligent design begins to gain ground

1999 – Kansas stops teaching evolution (reversed in 2001)

2005 – Federal Court (in Dover, PA case) rejects Intelligent Design as religion


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New “Academic Freedom” legislation

Florida

Louisiana

Missouri

Michigan

Alabama

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= “Intelligent design” initiative eruption


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Issue has not been limited to the schools

IMAX Theaters

Museums

Commercial film


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Creation Museum, Petersburg, Kentucky


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Creationism/ID Intrusion Events in Europe 2004: Italian Education Minister removes evolution from the curricula of

middle schools After protests, partially reintroduced

2005: Dutch Education Minister: “You have to admit that evolution theory is not complete.”

2006: British creationist group, Truth in Science, sends information packs to every secondary school UK government opposes its use

2006: Polish MEP holds workshop for EU Parliament members called “Teaching evolution theory in Europe: is your child being indoctrinated in the classroom?”

2006: The Atlas of Creation delivered to schools throughout Europe and United States

2007: Pope Benedict XVI published Creation and Evolution, claiming evolution has not been “proven” and that science has narrowed humanity’s view of creation

2007: Hessian culture minister called for integration of biblical version of creation into modern biology instruction


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How could this be happening in the modern US?

And Europe


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Source: Pew Forum on Religion & Public Life, 2005

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Source: Miller, et. al. Science 313, 765 (2006).


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What to do?

Typical strategy is to advocate more public education about science


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But we can’t just “educate” our way out of it

People do understand much of what we’re saying

They don’t like it

Conflict with core values wins out over societal benefits


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We must go beyond public education/understanding

Public Understanding +


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Public PublicUnderstanding Engagement


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Communicating Communicating to the public with the public

This involves changing the nature of the communication


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Monologue Dialogue


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Public engagement can be done in a variety of ways

Public forums/town meetings

Most don’t work well

Visits with community groups

Small group, problem-solving sessions

Exploiting natural opportunities

Science museums and centers

Physicians offices

Over the neighbor’s fence


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AAAS “Glocal” strategy


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Working with local opinion leaders and resources(AAAS “Glocal” Strategy)

Local media and op-eds

Clergy

School officials

Local government leaders/politicians

Science museums and centers

Community groups

Town meetings

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= AAAS intervention

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= AAAS intervention


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There has been some progress at the local level

Dover, PA, case Ohio school board reversed requirement on curriculum criticizing

evolution Wisconsin bill to require teaching evolution Kansas’ Manhattan-Ogden School District’s refusal to adopt new

standards Failure of Utah to pass anti-evolution curriculum bill Oklahoma bill died in committee South Carolina education standards (including evolution)

affirmed Failure in Nevada to amend constitution to require teaching

“strengths and weaknesses” of evolution Failure of some “Academic Freedom” bills

Except Louisiana

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Lessons from the ID/Evolution wars


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Lessons from the ID/Evolution wars

Respond within the news cycle Go glocal Things need to be made personally meaningful to people Never debate an ideologue Only we care about the integrity of science

If people don’t like what science is showing, they do feel free to ignore or deny it

We need to teach about the enterprise of science, not just content


42

Don’t let ideologues redefine science!


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One can’t deal with the extremes

Evangelical fundamentalists

Evangelical atheists

Militant agnostics


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One can work with

Undecideds

Rational middle


45

The fact that some scientists believe something does not automatically make it scientific…..


46


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Limits of science

Explanations must be based on naturally occurring

phenomena Natural causes of events in the natural world

Any scientific explanation has to be testable

National Academy of Sciences and Institute of Medicine, 2008


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Ultimate lesson

Never pit science against religion!


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Science and religion address separate aspects of human experience

Science can neither prove nor disprove religion

Both science and religion are weakened by claims that something not yet explained scientifically must be attributed to a supernatural deity

National Academy of Sciences and Institute of Medicine, 2008


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Why does all this matter so much?


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Science and technology are increasingly imbedded in every aspect of modern life


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Some major global societal issues Environmentally sustainable development

Need for renewable energy sources

Information and communications technology

Universal access to education

Poverty and economic opportunity

Technology-based manufacturing and jobs

Intellectual property rights

Terrorism

International security

Natural disasters

Science and technology capacity building

Vaccines and medical therapies against infectious diseases

Quality and accessibility of health care


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That science is everywhere means:

For people to prosper in modern society, they need understanding and comfort with S&T

For science to prosper, the science-society relationship must be positive and strong


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evolution vs. intelligent design: lessons about science communication universitat pompeu fabra july...

Documents

science classrooms

encroachment of science

science classes

science museums slide

sciencesociety relationship

science society relationship

intelligent design claims

european views of science