Platforms Against Science


Frank Harrold and Ray Eve were early technical advisors for The North Texas Skeptics. Frank Harrold served “20 years as a professor of anthropology at the University of Texas at Arlington.” Ray Eve spent most of his “career at the University of Texas at Arlington in the Department of Sociology and Anthropology.” Together they published Cult Archaeology and Creationism: Understanding Pseudoscientific Beliefs about the Past. I own a copy (current on loan), and if you ever read it you will agree that, despite its title, it’s a real page-turner. Harrold and Eve collaborated extensively on studies related to belief in the paranormal, and a critical finding was the correlation between reliance on pseudo science (including creationism) with political conservatism.

What can be said about the sources of pseudoscientific beliefs? Creation science oriented beliefs merit attention because of their connection with Fundamentalist religious tradition in the United States. Kehoe (1985) has discussed the functions of “creation science” within the New Religious-Political Right of contemporary conservative politics. She contends that the acceptance of the inerrancy of the Bible inherent in “creation science” serves as a manifest sign of dedication to the central value of the New Religious-Political Right: acceptance of authority versus “reality testing” and adaptation. In this context, scientific gullibility may be seen as one facet of deference to authority, a kind of generalized willingness to accept as plausible that which appears to be commonly believed by others or what is asserted in folklore to have been proven by unnamed “scientists” or experts. Harrold and Eve (1987) have given support to Kehoe’s assertions about the political and attitudinal underpinnings of the “creation-science” ideology by showing that Creationism beliefs correlated positively with a measure of dogmatism r = .32, .18, .33 for TX, CA, CT) and a measure of political conservativism (anti-abortion, anti-homosexuality, pro-death penalty) which they termed a Moral Majority scale. These findings hold for the USU population, although the correlation was only a moderate one (Creationism-Dogmatism, Pearson’s r = .20; Creationism-Moral Majority, Pearson’s R = relationship with reported number of books read that were not required in an academic course (R = -.24), a finding also reported by Harrold and Eve (1987).

The leading organization in this country working to counter the introduction of anti-science attitudes and teaching in public schools is the National Center for Science Education, headquartered in Berkeley, California. I give them money, and so should you. Their six times a year newsletter Reports of National Center for Science Education provides readers with a quick run-down of the latest events related to pseudo science and public education. There are also essays of interest by qualified researchers and reporters.

The most recent issue features an article by Sehoya H Cotner, D Christopher Brooks, and Randy Moore Evolution and Student Voting Patterns. The authors cite the political correlation previously observed by Harrold and Eve, and they bring these observations into the 21st century:

Democrats, too, have supporters and field candidates, such as Al Gore and Bill Clinton, who believe in a creator but accept evolution. However, Republicans frequently embrace creationism more explicitly than do their counterparts. In the field of candidates leading up to the 2012 elections, only Jon Huntsman (who was eliminated early) was vocally in support of scientific perspectives on evolution (Shear 2011). Perhaps most striking is the willingness of several state Republican parties to make teaching creationism in public schools
a part of their platforms (Figure 1), despite a consistent pattern of state and federal court judgments against this very activity—judgments that are largely based on the Establishment Clause of the First Amendment to the US Constitution (“Congress shall make no law respecting an establishment of religion…”). The recent (June 2014) release of the latest Texas GOP platform highlights the partisan nature of contemporary science—with teaching creationism as part of a bundle that includes “vaccine choice” and climate-change denial.

In particular, the authors published a list of excerpts from state Republican Party platforms that reveals overt support for pseudo science coupled with disdain for critical aspects of science:

Figure 1. State Republican party platforms on evolution and creationism
Alaska: “We support teaching various models and theories for the origins of life and our
universe, including Creation Science or Intelligent Design. If evolution outside a
species (macro-evolution) is taught, evidence disputing the theory should also be
Iowa: “We support a balanced presentation of creationism and evolution in public schools. We believe that textbooks and teachers should clarify that Darwinian
evolution is only a theory and not scientific fact.”
Kansas: “Kansas students should be allowed and encouraged to fully discuss and critique all science-based theories for the origin of life in science curricula.”
Minnesota: “Educators who discuss creation science should be protected from disciplinary action and science standards should recognize that there is controversy pertaining to the theory of evolution.”
Missouri: The party supports “Empowering local school districts to determine how best to handle the teaching of creationism and the theory of evolution.”
North Dakota: The party supports “the rights of teachers to teach and discuss the scientific evidence for and against multiple theories of the origin of life, including intelligent design and evolution.”
Oklahoma: “We believe that the scientific evidence supporting Intelligent Design and Biblical creation should be included in Oklahoma public schools curricula. And where any evolution theory is taught both should receive equal funding, class time, and material.”
Texas: “We believe theories of life origins and environmental theories should be taught as challengeable scientific theory subject to change as new data is produced, not scientific law. Teachers and students should be able to discuss the strengths and weaknesses of these theories openly and without fear of retribution or discrimination of any kind.”

And that brings us to the point of this post. It’s time for some Skeptical Analysis of these odd political positions. Let’s start with Alaska.

The state Republican Party wants to teach “various models and theories for the origins of life and our universe.” I have to say that is really odd.

What do you think these politicians intend by various models and theories? Regarding the origins of life, do they mean students should be exposed to some of the following?

  • Deep sea vent hypothesis
  • Thermosynthesis
  • Clay hypothesis
  • Gold’s “deep-hot biosphere” model

And others.

Actually, the politicians don’t have any of these alternatives in mind. If these were the available options they would not even walk across the street for them. What they have in mind for alternative explanations is spelled out in the wording that immediately follows the suggestion that other theories be considered: “[I]ncluding Creation Science or Intelligent Design.”

First of all I want to reflect my appreciation for the use of capital letters. English standard usage, especially in the United States, requires the names of religious movements be capitalized. The use of capitalization by the Alaska politicians is their honest recognition that these are religious ideas as opposed to scientific.

Next, Creation Science and Intelligent Design are, in fact, armor-plated religious concepts. Creation Science, as traditionally defined by organizations such as the Institute for Creation Research insist on the strict biblical interpretation that the Earth is about 6000 years old, an idea that is refuted by any number of scientific findings.

Additionally, Intelligent Design has been cast as a non-creationism and a non-religious alternative to natural processes. All such attempts to convince the world of this absurdity have ended in failure. Particularly, the religious motivation behind Intelligent Design is continually reinforced by proponents even as they seek to convince us otherwise. The documentary Expelled features actor Ben Stein presenting what are supposed to be the evil consequences of Darwinism. Yet viewers are served a lengthy interview with biologist Richard Dawkins, and they are discussing, what else, the existence of God. When Intelligent Design proponents obtained the opportunity to present their case in federal court in the Kitzmiller case they were totally unable to convince the judge there was no religious intent and further that there was any scientific basis behind Intelligent Design.

Regarding Iowa, the politicians want “balanced presentation.” They want creationism and evolution given equal or at least comparable weight in public schools. They want Darwinian evolution to be presented as a theory and not as a scientific fact.

There are two matters at issue here. First they want a conjecture with no scientific validity to be presented not only as plausible to students but also to be pumped up by the school system to give it credibility it has not earned. This is religious proselytizing at public expense.

The other matter is treating Darwinian evolution as a theory. First, Darwinian evolution is a scientific theory. Calling it a theory is like calling Everest a mountain. You do not diminish an idea by calling it a scientific theory. That’s a promotion. Additionally, there is little reason for not calling Darwinian evolution a fact. First, the fact of evolution is well-established. Evidence accumulates daily that living things on this planet share a common ancestry, and in the more than 150 years since it was put forward no scientific studies have come forward to refute it.

So, what do the politicians of the Iowa Republican Party want? My guess is they want to satisfy a religiously motivated base and also a base that has little appreciation for science.


In Kansas students are “encouraged to fully discuss and critique all science-based theories for the origin of life in science curricula.” A critical flaw in the embedded thinking is that there are science-based theories that are in conflict with Darwinian evolution. If a conscientious teacher in Kansas were to stand at the head of a science class and announce that what follows will be a discussion of science-based theories other than Darwinian evolution a profound silence would settle. Further, if opponents of Darwinism were to propose alternatives with any assumed scientific merit, Creation Science and Intelligent design would stand at the back end of a long line of superior proposals.

Minnesota wants to protect teachers “who discuss creation science.” That, quite obviously, will be a tough row to hoe if any teacher wants to put it into practice. First, an honest discussion of creation science would involve telling students what a stupid idea it is. This has been tried.

SANTA ANA, Calif. — A federal judge ruled that a public high school history teacher violated the First Amendment when he called creationism “superstitious nonsense” during a classroom lecture.

U.S. District Judge James Selna ruled Friday in a lawsuit student Chad Farnan filed in 2007, alleging that teacher James Corbett violated the establishment clause of the First Amendment by making repeated comments in class that were hostile to Christian beliefs.

According to a federal judge it’s not OK for a teacher to tell students that creationism is a bunch of crap. Let me put it another way. It’s not OK for teachers to discuss creationism. It’s not OK unless they are willing to be dishonest with students and give creationism some undeserved lift.

Additionally, in Minnesota the politicians want teachers to “recognize that there is controversy pertaining to the theory of evolution.” They want teachers to tell students that creationists have provoked controversy by continually asserting that they have a better idea. Remember, these are not serious researchers making these assertions. These are people like Jonathan Wells, Michael Behe, Douglas Axe, William Dembski, Paul Nelson, David Berlinski, Stephen C. MeyerCaroline Crocker, Guillermo Gonzalez, Richard von Sternberg and Ben Stein.

And when teachers break the law by promoting creationism in class, when they break the law by proselytizing for religion in class, they are supposed to be protected. Sadly, no position taken by the Republican Party of Minnesota will protect a teacher who actually breaks the law by promoting creationism. People will still sue, and the courts will still rightly decide this is against the law, and, as in the case with the Dover Area School District, the tax payers will be left holding the bill for a failed legal challenge.

The Missouri Republican platform contains language that parallels the intent of Minnesota. Politicians want to empower school districts, and they specifically mention creationism and evolution. They want to empower the school districts? Really? Creation and evolution and not mathematics? Not even physics and chemistry? Not even automobile mechanics? My guess would be politicians in The Show Me State have their sights set on evolution and not so much on empowering local school districts. Again, the idea is to provide protection, in spirit if not in fact, for districts that break the law by promoting creationism and other religious views.

North Dakota repeats the mistakes of the foregoing. What ever happened to South Dakota? Some investigation may be in order here.

Oklahoma, from whence Texas supposedly obtains all its drain-down wacko, requests the impossible in scientific evidence supporting Intelligent Design (applaud capitalization) and Biblical creation. First of all the scientific evidence supporting would have to be manufactured on the spot by any teacher discussing it, and Biblical creation is so obviously religious the ACLU, and even the Society for the Inclusion of Sanity, would be waiting in the wings for the first teacher pushing those ideas in class.

And finally my favorite state, Texas. I have to love it, because I was born and raised here, and I went through 20 years of public schools here (I was a slow learner). Once again, a state Republican Party wants to allow open discussion without fear of retribution or discrimination. Of course, that is what science is all about, but it is not likely the politicians will receive what they expect were this to be the actual practice.

In actual practice, if strengths and weaknesses were discussed in class, creationism of all kinds would get a pretty rough ride. See the Santa Ana case above. A teacher who tells students that creationism is a load of crap, which it is, would likely not receive protection from retribution or discrimination of any kind as promised by the state Republican Party platform.

These words in the Texas Republican platform, like those in the other states mentioned, have no effect in practice. Statements of political policy are for the benefit of attracting votes and do not contravene existing law. Existing law is that public funds and offices of power cannot be used to proselytize for religion. The voters may not understand these facts, but what concerns me even more is that politicians, including some who hold public office, may not understand. We may, in fact, be getting the government we paid for.



One thought on “Platforms Against Science

  1. Pingback: Political Science | Skeptical Analysis

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