Brian J. Alters is a Canadian academic who is a professor in Chapman University's College of Educational Studies. He directs Chapman's Evolution Education Research Center, [1] has taught science education at both Harvard and McGill Universities, and is regarded as a specialist in evolution education.
Alters has a B.Sc. in biology and a Ph.D. in science education from the University of Southern California.[ citation needed ]
Alters is the author of several books on biology and the intelligent design controversy. With his wife Sandra M. Alters, he has written Biology: Understanding Life [2] which he describes as "a university biology non-majors textbook", and Teaching Biology in Higher Education, [3] "a book written to instructors at the college level on how to teach biology". He is also the author of Teaching Biological Evolution in Higher Education: Methodological, Religious, and Non-Religious Issues [4] which he says is "a book specifically about the conflict that instructors see students bring into their courses concerning evolution". Alters and Alters have also written Defending Evolution in the Classroom, [5] with a foreword by Stephen Jay Gould, which aims to help science teachers to understand the creation–evolution controversy and to teach evolution effectively in light of the controversy. [6] He also contributed a chapter to the a chapter in Not in Our Classrooms: Why Intelligent Design is Wrong for Our Schools , [7] edited by Eugenie Scott and Glenn Branch of the NCSE.
Because of this specialization, he was an expert witness for the plaintiffs in the 2005 case Kitzmiller v. Dover Area School District . [8] [9] [10] He was also brought in for the retrial of Selman v. Cobb County [11] before that was settled out of court in favor of the plaintiffs.
In 2003, Alters was first awarded the McGill Faculty of Education's highest teaching award, the Distinguished Teaching Award, followed by the University-wide Principal's Prize for Excellence in Teaching. [12] [13]
In 2005, he was appointed to the board of directors of the American-based National Center for Science Education and received its "friend of Darwin" award.
In 2008, Alters became a co-host of CBC Television's nationally broadcast prime-time science series Project X. [14] His co-hosts were Dr. Jennifer Gardy (bioinformatics/microbiology at the University of British Columbia), Dr. Brian Fleck (professor of mechanical engineering at the University of Alberta), and Marc Huot (mechanical engineering student at the University of Alberta).
In 2005 Alters was denied funding for a research project provisionally titled "Detrimental effects of popularizing anti-evolution's intelligent design theory on Canadian students, teachers, parents, administrators and policymakers." by the Social Sciences and Humanities Research Council of Canada (SSHRC). The SSHRC's reason for the rejection included the statement, "Nor did the committee consider that there was adequate justification for the assumption in the proposal that the theory of Evolution, and not Intelligent Design theory, was correct". [15] This was reported in Nature [16] and other media. [17] [18] [19]
Letters were written to the SSHRC in support of Alters by the American Institute of Biological Sciences, [20] the American Sociological Association, the Canadian Society for Ecology and Evolution, [21] and others. The SSHRC replied by noting that "theory of evolution is not in doubt" but said that the reason for the rejection was that "the committee had serious concerns about the proposed research design". [22]
Intelligent design (ID) is a pseudoscientific argument for the existence of God, presented by its proponents as "an evidence-based scientific theory about life's origins". Proponents claim that "certain features of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection." ID is a form of creationism that lacks empirical support and offers no testable or tenable hypotheses, and is therefore not science. The leading proponents of ID are associated with the Discovery Institute, a Christian, politically conservative think tank based in the United States.
The Discovery Institute (DI) is a politically conservative non-profit think tank based in Seattle, Washington, that advocates the pseudoscientific concept of intelligent design (ID). It was founded in 1991 as a non-profit offshoot of the Hudson Institute.
Eugenie Carol Scott is an American physical anthropologist, a former university professor and educator who has been active in opposing the teaching of young Earth creationism and intelligent design in schools. She coined the term "Gish gallop" to describe a fallacious rhetorical technique which consists in overwhelming an interlocutor with as many individually weak arguments as possible, in order to prevent rebuttal of the whole argument.
The Center for Science and Culture (CSC), formerly known as the Center for the Renewal of Science and Culture (CRSC), is part of the Discovery Institute (DI), a conservative Christian think tank in the United States. The CSC lobbies for the inclusion of creationism in the form of intelligent design (ID) in public-school science curricula as an explanation for the origins of life and the universe while trying to cast doubt on the theory of evolution. These positions have been rejected by the scientific community, which identifies intelligent design as pseudoscientific neo-creationism, whereas the theory of evolution is overwhelmingly accepted as a matter of scientific consensus.
The intelligent design movement is a neo-creationist religious campaign for broad social, academic and political change to promote and support the pseudoscientific idea of intelligent design (ID), which asserts that "certain features of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection." Its chief activities are a campaign to promote public awareness of this concept, the lobbying of policymakers to include its teaching in high school science classes, and legal action, either to defend such teaching or to remove barriers otherwise preventing it. The movement arose out of the creation science movement in the United States, and is driven by a small group of proponents.
The Wedge Strategy is a creationist political and social action plan authored by the Discovery Institute, the hub of the pseudoscientific intelligent design movement. The strategy was put forth in a Discovery Institute manifesto known as the Wedge Document. Its goal is to change American culture by shaping public policy to reflect politically conservative fundamentalist evangelical Protestant values. The wedge metaphor is attributed to Phillip E. Johnson and depicts a metal wedge splitting a log.
Of Pandas and People: The Central Question of Biological Origins is a controversial 1989 school-level supplementary textbook written by Percival Davis and Dean H. Kenyon, edited by Charles Thaxton and published by the Texas-based Foundation for Thought and Ethics (FTE). The textbook endorses the pseudoscientific concept of intelligent design – the argument that life shows evidence of being designed by an intelligent agent which is not named specifically in the book, although proponents understand that it refers to the Christian God. The overview chapter was written by young Earth creationist Nancy Pearcey. They present various polemical arguments against the scientific theory of evolution. Before publication, early drafts used cognates of "creationist". After the Edwards v. Aguillard Supreme Court ruling that creationism is religion and not science, these were changed to refer to "intelligent design". The second edition published in 1993 included a contribution written by Michael Behe.
The "teach the controversy" campaign of the Discovery Institute seeks to promote the pseudoscientific principle of intelligent design as part of its attempts to discredit the teaching of evolution in United States public high school science courses. Scientific organizations point out that the institute claims that there is a scientific controversy where in fact none exists.
The Kansas evolution hearings were a series of hearings held in Topeka, Kansas, United States from May 5 to 12, 2005 by the Kansas State Board of Education and its State Board Science Hearing Committee to change how evolution and the origin of life would be taught in the state's public high school science classes. The hearings were arranged by the Board of Education with the intent of introducing intelligent design into science classes via the Teach the Controversy method.
Kitzmiller v. Dover Area School District, 400 F. Supp. 2d 707 was the first direct challenge brought in the United States federal courts testing a public school district policy that required the teaching of intelligent design (ID), ultimately found by the court to not be science. In October 2004, the Dover Area School District of York County, Pennsylvania, changed its biology teaching curriculum to require that intelligent design be presented as an alternative to evolution theory, and that Of Pandas and People, a textbook advocating intelligent design, was to be used as a reference book. The prominence of this textbook during the trial was such that the case is sometimes referred to as the Dover Panda Trial, a name which recalls the popular name of the Scopes Monkey Trial in Tennessee, 80 years earlier. The plaintiffs successfully argued that intelligent design is a form of creationism, and that the school board policy violated the Establishment Clause of the First Amendment to the United States Constitution. The judge's decision sparked considerable response from both supporters and critics.
The intelligent design movement has conducted an organized campaign largely in the United States that promotes a pseudoscientific, neo-creationist religious agenda calling for broad social, academic and political changes centering on intelligent design.
Nicholas J. Matzke is the former Public Information Project Director at the National Center for Science Education (NCSE) and served an instrumental role in NCSE's preparation for the 2005 Kitzmiller v. Dover Area School District trial. One of his chief contributions was discovering drafts of Of Pandas and People which demonstrated that the term "intelligent design" was later substituted for "creationism". This became a key component of Barbara Forrest's testimony. After the trial he co-authored a commentary in Nature Immunology, was interviewed on Talk of the Nation, and was profiled in Seed as one of nine "revolutionary minds".
Truth in Science is a United Kingdom-based creationist organisation which promotes the Discovery Institute's "Teach the Controversy" campaign, which it uses to try to get the pseudoscientific concept of intelligent design creationism taught alongside evolution in school science lessons. The organisation claims that there is scientific controversy about the validity of Darwinian evolution, a view rejected by the United Kingdom's Royal Society and over 50 Academies of Science around the world. The group is affiliated with the Discovery Institute, the hub of the intelligent design movement, following its strategy and circulating the Institute's promotional materials.
The level of support for evolution among scientists, the public, and other groups is a topic that frequently arises in the creation–evolution controversy, and touches on educational, religious, philosophical, scientific, and political issues. The subject is especially contentious in countries where significant levels of non-acceptance of evolution by the general population exists, but evolution is taught at public schools and universities.
The Discovery Institute has conducted a series of related public relations campaigns which seek to promote intelligent design while attempting to discredit evolutionary biology, which the Institute terms "Darwinism". The Discovery Institute promotes the pseudoscientific intelligent design movement and is represented by Creative Response Concepts, a public relations firm.
This timeline of intelligent design outlines the major events in the development of intelligent design as presented and promoted by the intelligent design movement.
Explore Evolution: The Arguments For and Against Neo-Darwinism is a controversial biology textbook written by a group of intelligent design supporters and published in 2007. Its promoters describe it as aimed at helping educators and students to discuss "the controversial aspects of evolutionary theory that are discussed openly in scientific books and journals but which are not widely reported in textbooks." As one of the Discovery Institute intelligent design campaigns to "teach the controversy" its evident purpose is to provide a "lawsuit-proof" way of attacking evolution and promoting pseudoscientific creationism without being explicit.
In American schools, the Genesis creation narrative was generally taught as the origin of the universe and of life until Darwin's scientific theories became widely accepted. While there was some immediate backlash, organized opposition did not get underway until the Fundamentalist–Modernist controversy broke out following World War I; several states passed laws banning the teaching of evolution while others debated them but did not pass them. The Scopes Trial was the result of a challenge to the law in Tennessee. Scopes lost his case, and further U.S. states passed laws banning the teaching of evolution.