It's Déjà Vu All Over Again: The Intelligent Design Movement's Recycling of Creationist Strategies

The intelligent design (ID) creationist movement is now a quarter of a century old. ID proponents at the Discovery Institute, headquartered in Seattle, WA, USA, insist that ID is not creationism. However, it is the direct descendant of the creation science movement that began in the 1960s and continued until the definitive ruling against creationism by the US Supreme Court in Edwards v. Aguillard 1987, which struck down laws that required balancing the teaching of evolution with creationism in public schools. Already anticipating in the early 1980s that Arkansas and Louisiana “balanced treatment” laws would be declared unconstitutional, a group of creationists led by Charles Thaxton began laying the groundwork for what is now the ID movement. After Edwards, Thaxton and his associates promoted ID aggressively until it, too, was declared unconstitutional by a federal judge in Kitzmiller et al. v. Dover Area School District 2005. Subsequently, in 2008, the Discovery Institute began its multistate promotion of model “academic freedom” legislation that bears striking parallels to the 1980s balanced treatment laws. Because of Kitzmiller, ID proponents have written their model legislation in code language in an effort to avoid another court challenge. Yet despite attempting to evade the legal constraints imposed by Edwards, they are merely recycling earlier creationist tactics that date back to the late 1970s and early 1980s. The tactics that ID creationists now use—promoting legislation, publishing “educational” materials, establishing a “research” institute, and sanitizing their terminology—are the recycled tactics of their creation science predecessors.     

THE RELATIONSHIP BETWEEN EVOLUTIONARY BIOLOGY AND RELIGION

Belief in creationism and intelligent design is widespread and gaining significance in a number of countries. This article examines the characteristics of science and of religions and the possible relationship between science and religion. I argue that creationism is sometimes best seen not as a misconception but as a worldview. In such instances, the most to which a science educator (whether in school, college or university) can normally aspire is to ensure that students with creationist beliefs understand the scientific position. In the short term, the scientific worldview is unlikely to supplant a creationist one for students who are firm creationists. We can help students to find their evolutionary biology courses interesting and intellectually challenging without their being threatening. Effective teaching in this area can help students not only learn about the theory of evolution but better appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science, and the ways in which scientific knowledge differs from other forms of knowledge.     

Evolutionists and creationists at the dinner table

The evolutionist and creationist debate about human origins has contested the content of textbooks, what is taught in classrooms, and what is discussed on the Internet. The controversy has spawned public‐interest groups that continue to frame the debate. The National Center for Science Education monitors attempts to incorporate creationism into the classroom and textbooks. The Institute for Creation Research and the Discovery Institute have invested heavily in pushing for changes in the curriculum by teaching creationism as an alternative to evolution. While this dispute usually focuses on the reality of the fossil evidence for human evolution, a less formal battle is now being waged at the proverbial dinner table.     

Creationism and the Teaching of Evolution in Poland

For many years, the creationist movement in Poland was so marginal that the term “creationism” and its foundations were largely unknown within society. Nevertheless, at the end of the 1980s and beginning of the 1990s, the country underwent rapid political, economic, and sociological transformation. As part of the reaction, many ideas previously censored by the Communist regime became fashionable. This was also partly true for the creationist movement. However, creationism did not gain high acceptance within society, partly because Poland is predominantly a Catholic country, and Catholic doctrine does not support literal understanding of the Bible. At the moment, Intelligent Design creationists are emerging in Poland, and numerous creationist organizations are increasing their activity. This goes together with the weakening of evolutionary teaching in Polish schools.     

Beyond borders: on the influence of the creationist movement on the educational landscape in the USA and Russia

This paper provides a detailed look at how creationism originated in the United States and then explores how this evangelical trend was exported to Russia by American missionaries following the fall of the USSR. The comparison between these two countries is particularly interesting since the rivalry between the US and the USSR during the race to space caused both countries to revamp their science education. Yet, while political interests led both governments to focus on science education, creationist activities were simultaneously focused on diminishing the coverage of evolution in science classrooms. Now, decades following Sputnik’s trip to space, the urgency to strengthen scientific learning has waned, while creationists are still equally focused on removing scientific naturalism in favor of supernatural explanations for the origin of species. This paper thus offers an in-depth look at which groups are currently responsible for promoting creationist activities in the US and in Russia and which groups are working hard to keep supernatural doctrines out of science curriculum.     

Thirty two years of continuous assessment reveal first year university biology students in Australia are rapidly abandoning beliefs in theistic involvement in human origins

Background

For the past 32 years, we have polled first-year biology students annually at the University of New South Wales concerning their views about evolution and creationism. The purposes of the research were to identify the level of commitment among incoming students to creationist beliefs that could interfere with their receptivity to evolutionary science and to assess in retrospect whether these creationist beliefs were changing over time.

Results

The results have demonstrated a downward shift over time from 60% of the class in 1986 believing a god had something to do with the origin of humans, to 29% in 2017. Conversely, the percentage of students convinced that a god had nothing to do with the origin of humans rose from 25% in 1986 to 62% in 2017. The creationist belief that a god created the world de novo within the last 10,000 years declined from 10% in 1986 to 3.6% in 2017. The decline in the Australian students’ commitment to religious views about divine creation, especially creationism, considerably exceeded the corresponding beliefs among American students and their general public, where belief in creationism while slowly declining appears to have remained in the 40% range, four times that seen in our Australian survey.

Conclusions

The very low and declining levels of commitment to the creationist view that god created humans de novo suggests this view is unlikely to be a significant obstruction to accepting the scientific evidence for evolution. The results of the survey of UNSW students correlate with changes documented in the census of the general Australian public suggesting that our survey results of first-year biology students reflect overall changes in the Australian community as a whole.

     

Influence of Sociocultural Factors and Acceptance of Creationism in the Comprehension of Evolutionary Biology in Freshman Brazilian Students

The creationist movements in Brazil, although considered weak, are on the increase. The Brazilian legislation neither imposes any objection in teaching evolution nor obliges the teaching of creationism as an alternative to evolution in science classes. Furthermore, it allows the optional teaching of religion at schools. The aim of the present study was to evaluate the knowledge regarding biological evolution in freshman students from a Brazilian university. Such knowledge was related to sociocultural factors such as their parental education level, the type of high school the student graduated from (private or public school), their philosophical/religious position as well as the acceptance of creationism as an alternative to evolution. Among those factors, the latter two showed significant differences, in which the higher averages belonged both to the atheistic students and to those who do not accept creationism as an alternative to evolution.     

The Evolution of Creationist Movements

Every discipline has its hazards, and for evolution scientists and educators, a major hazard consists of encounters with creationists, their rhetoric, and their attempts to insert antievolutionism into public education. Preparation for this hazard should be a standard part of the background of professional evolutionists. One important piece of this preparation involves understanding the historical origins of creationism within the wider history of western Christianity, especially evangelical Protestantism and its development in the United States. Here, I place the standard histories of “creation science” by Numbers and Larson (covering primarily the early 1900s to the 1980s) into this larger context (going back to the evangelical split over slavery before the Civil War and during), and then show how the “intelligent design” movement (from the 1980s until the present) fits squarely within the long history of primarily evangelical, biblicist opposition to evolution. The major creationist movements and slogans are identified and also placed into this historical picture. In summary, while creationism has evolved diverse labels and strategies for legal and rhetorical purposes, its fundamental essence remains unchanged. That essence is advocacy of miraculous divine intervention, i.e., special creation, in the history of life, and the claim that science must acknowledge special creation or dire consequences for society will follow.     

Should Students Be Able to Opt Out of Evolution? Some Philosophical Considerations

One new development in the ongoing creationism/evolution controversy has been the proposal to institute opt-out policies that would allow creationist parents to exempt their children from any instruction involving evolution. By way of an explanation of some of the philosophical issues at play in the debate over evolution and the nature of science, this article shows the educational folly of such policies. If evolution is taught properly, it should not be possible to opt out of it without opting out of biology. Moreover, if Intelligent Design creationist criticisms of evolution and scientific naturalism were taken as the basis for opting out, then the effect would be even more radical and would require opting out of science entirely.     

Range-wide population genetic structure of the European bitterling (Rhodeus amarus) based on microsatellite and mitochondrial DNA analysis

An understanding of recent evolutionary processes is essential for the successful conservation and management of contemporary populations, especially where they concern the introduction or invasion of species outside their natural range. However, the potentially negative implications of intraspecific introductions and invasions have attracted less attention, although they also represent a potential threat to biodiversity, and are commonly facilitated through human activities. The European bitterling (Rhodeus amarus) is a small cyprinid fish that decreased greatly in its distribution during the 1970s and 1980s and was subsequently included on many European conservation lists. This decline appears to have reversed, and the extent of its distribution now exceeds its former range. We used a combination of 12 microsatellite markers and cytochrome b sequences on a large data set (693 individuals) across the current range of the European bitterling to investigate possible scenarios for its colonization of Europe. We show that the inferred history of colonization of Europe was largely congruent between mitochondrial and nuclear markers. The most divergent mtDNA lineages occur in the Aegean region but probably are not reproductively isolated as the Aegean populations also displayed mtDNA haplotypes from other lineages and nuclear data indicated their close relationship to Danubian populations. Much of Europe is currently populated by descendants of two main lineages that came to natural secondary contact in western Europe. An approximate Bayesian computation analysis indicates different dates for admixture events among western and central European populations ranging from the last deglaciation (natural) to the last few centuries (human-assisted translocations).     

EVOLUTION AND CREATIONISM IN MIDDLE EASTERN EDUCATION: A NEW PERSPECTIVE

Statements made in a recent outcry against a creationist in the Israeli Ministry of Education starkly illuminated Western misconceptions about Iranian science education. These misconceptions are perpetuated not only among the general public but also within the international scientific community, where investigations of "Islamic creationism" often incorporate misleading assumptions regarding Islamic religious attitudes toward science as well as the nature of secularism in non‐Western states. In turn, these assumptions have led to superficial analyses that overly rely on state religiosity to explain the treatment of evolution in national science education. Therefore, a new framework accounting for local political and social circumstances is crucial and urgently needed to effectively analyze science education in the Middle East.     

God is in the Data: Epistemologies of Knowledge at the Creation Museum

In contemporary American public culture, interest groups increasingly mobilise social constructionist arguments in order to discredit strains of scientific knowledge. According to Latour [2004. Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30:225–48], the field of science studies has contributed to this trend by exposing the ways that scientific facts are socially mediated. In this article, I examine how a narrative of social construction is articulated in the Creation Museum, a young earth creationist museum in Northern Kentucky, USA. I compare the epistemology of science in the Creation Museum with that of conspiracy theory and of social constructionist science studies. I examine how, in the Creation Museum, social constructionist critique is combined with a framing of the Bible as a source of factual data. It is argued that science studies, conspiracy theory and creationism overlap in their critiques of the transparency and objectivity of science. However, they diverge in terms of the degree of recursivity they allow.     

Perspective: evolution's struggle for existence in America's public schools

The ongoing creation-evolution controversy in North America thrives on the widespread special creationist beliefs of a significant portion of the public. Creation science supports a literal interpretation of the Judeo-Christian Bible, an earth that is no more than 10.000 years old and created ex nihilo in six days by a monotheistic God, with no new kinds arising since the period of creation, and with a single flood of staggering force shaping layers of rocks and trapping the organisms fossilized within them. Despite decisions in numerous court cases that specifically exclude creationism and creation science from primary and secondary biology classes in America's public schools, creationists now work locally to minimize or remove evolution from science teaching standards. The nationally organized movement to resist the teaching of evolution has proven highly effective, influencing state and district school boards in addition to individual teachers and schools. Thus, if teaching about evolution and the nature of science is to survive in America's primary and secondary schools, scientists must likewise work with teachers and reach out to state and local school boards. In this perspective we outline the typical creationist arguments we encounter from students, teachers, school board members, and neighbors. We explain briefly how knowledge of both microevolution and macroevolution is important in medicine, agriculture, and biotechnology. We describe a science education controversy that arose within our own school district, how we responded, and what we learned from it. Finally, we argue that even modest outreach efforts to science teachers will be richly repaid.     

The Politics of Anti-Creationism: The Committees of Correspondence

When the creationism issue rose to the surface in the late 1970s, an organized opposition to the creationist campaign came from an unexpected source. Local groups of rank and file evolution defenders, led by a retired biology teacher, organized a grassroots network of anti-creationism called the Committees of Correspondence. They basically approached the creationism issue as a political rather than a scientific problem and fought the battle on local fronts, where creationists were heavily engaged in legal campaigns to include their ideas in the public schools. Grassroots anti-creationism was, however, eventually replaced by a centralized national operation with an educational emphasis. In this paper, I will document the development of this neglected part of the creation-evolution controversy and discuss related issues, namely the politics of science that became clearly visible in the course of evolutionists' disputes over anti-creation strategies. This revised version was published online in July 2006 with corrections to the Cover Date.     

Threat status in butterflies and its ecological correlates: how far can we generalize?

It would be very useful for conservation biologists to be able to predict threat status from ecological characteristics of species, and past studies have shown promising results. Regarding one important threat indicator taxon, the butterflies, results from a study on Finnish species by Kotiaho et al. (Proc Natl Acad Sci USA 102:1963–1967, 2005), suggested that threatened butterflies on average have narrower niches, more restricted distributions of the larval host plants, poorer dispersal abilities and shorter flight periods. However, this study did not control for phylogenetic relatedness of species. To examine the effects of phylogenetic control, and to see how far it is possible to generalize from specific investigations, we compared the ecological characteristics of threatened and non-threatened butterfly species at two different geographical scales: Sweden and Europe. Our results illustrate the difficulties of generalizing between sites, geographical scales, scoring methods, and phylogenetic versus non-phylogenetic analyses. Controlling for phylogeny is shown to be essential. The most robust result is that threatened species have narrower habitat ranges at the local scale.     

Changing approaches to monitoring during the period of the ‘Use of Algae for Monitoring Rivers’ symposia

The literature on monitoring rivers using benthic algal communities is reviewed, especially that for Europe during the past 20 years. In particular, papers in a series of symposia at approximately 3-year intervals are considered to assess the extent to which aims and methods have shifted. A variety of methods were being tested in the early 1990s, and some put to practical use. However, the requirements of the EU Urban Waste Water Directive in 1991 have gradually narrowed procedures in most countries outside Scandinavia to the use of indices based on benthic diatoms to monitoring nutrients, especially phosphate. Most countries in Europe now adopt one of a few indices. The same indices are being used to deal with the requirements of the EU Water Framework Directive introduced in 2000 to achieve good ecological status by 2015. It is argued, however, that features of upland river sites require the development of revised indices for this purpose. Features of many sites include highly variable nutrient concentrations and ratios, and the greater importance of organic phosphate. Two possible approaches are suggested to developing a revised index. One is a diatom index which incorporates information about the environmental features important here. The other is to use an index which incorporates data on genera from all algal phyla, with emphasis on those which are long-lived.     

Exploring associations between international trade and environmental factors with establishment patterns of exotic Scolytinae

Although invasion of exotic ambrosia beetles (fungus feeders) and bark beetles (phloem feeders) (Coleoptera: Curculionidae: Scolytinae) is considered a major threat to forest health worldwide, no studies have quantitatively investigated the anthropogenic and environmental factors shaping the biogeographical patterns of invasion by these insects across large spatial scales. The primary aim of this study was to assess the relative importance of international trade and several environmental variables of the recipient region on species richness of established exotic Scolytinae. As a reference, we also evaluated the relationships between the same environmental variables and species richness of native Scolytinae. Using an information-theoretic framework for model selection and hierarchical partitioning, we evaluated the relative importance of the potential drivers of species richness of native and exotic Scolytinae in 20 European countries and the 48 contiguous continental US states. Analyses were conducted separately for ambrosia and bark beetle species. Value of imports was a strong predictor of the number of exotic Scolytinae species in both regions. In addition, in the USA, warmer and wetter climate was positively linked to increased numbers of both native and exotic ambrosia beetles. Forest heterogeneity and climatic heterogeneity and secondarily forest area were key drivers in explaining patterns of species richness for native bark beetles but not for exotic species in both regions. Our findings suggest that if current infestation levels continue on imported plants and wood packaging material, increasing international trade will likely lead to more establishments of exotic Scolytinae with concomitant negative effects on forest health in both Europe and the USA. Compared to Europe the risk of invasion appears higher in the USA, especially for ambrosia beetles in the southeastern USA where the climate appears highly suitable for exotic establishment.     

The Effect of Soil Erosion on Europe’s Crop Yields

Abstract Soil erosion negatively affects crop yields and may have contributed to the collapse of ancient civilizations. Whether erosion may have such an impact on modern societies as well, is subject to debate. In this paper we quantify the relationship between crop yields and soil water available to plants, the most important yield-determining factor affected by erosion, at the European scale. Using information on the spatial distribution of erosion rates we calculate the potential threat of erosion-induced productivity losses. We show that future reductions in productivity in Europe as a whole are relatively small and do not pose a substantial threat to crop production within the coming century. However, within Europe there is considerable variability, and although productivity in northern Europe is not likely to be significantly reduced by soil erosion, for the southern countries the threat of erosion-induced productivity declines is stronger.     

European Christians are at the forefront in accepting evolution: results from an internet-based survey

Beliefs regarding the origins of the universe and life differ substantially between groups of people and are often particularly associated with religious worldviews. It is important to understand factors associated with evolution and creationism beliefs and unacceptance of scientific evidence for evolution. An internet-based survey was conducted to elicit information from people who self-identify as Christians, atheists, agnostics and other belief systems, as well as by geographical location and other demographic variables, on acceptance of evolution or creationism, certainty with which each position is believed, and reasons for rejecting the alternative. It was found that almost 60% of Christians believe in creationism and less than 10% believe in natural evolution. Worldwide, these proportions were relatively consistent across all locations except for in Europe. Among European Christians the majority of Christians believe in a form of evolution. It was found that the vast majority (87%) of Christians are 'absolutely certain' about their beliefs, compared with the minority of atheists and agnostics claiming 'absolute certainty'. Generally, reasons Christians did not accept evolution were based not on evidence but on religious doctrine. In contrast, the most common reason for not accepting the existence of a god by atheists who supported evolution was the lack of evidence. Innovative strategies may be required to communicate evolutionary science effectively to non-European Christians.     

The International Atomic Energy Agency (IAEA) Program on Radiation and Tissue Banking: a Successful Program for Developing Countries

Since its inception the IAEA program in radiation and tissue banking supported the establishment of twenty five tissue banks in different countries. Now more than 103 tissue banks are now operating in these countries. The production of sterilized tissues has grown in an exponential mode within the IAEA program. From 1988 until the end of 2000 the production of sterilized tissues was 224,706 grafts, with an estimated value of at least $51,768,553 million dollars at the mean current charge rate in non-commercial banks in Europe and USA. During the period 1997–2002 several countries from Asia and the Pacific region produced more than 155,000 grafts, with an estimated value of about $36.7 million dollars. Training was considered to be one of the most important tasks to be supported. A total of 192 students were registered in the training program and 146 students graduated with a University Diploma. For many developing countries an additional benefit is not having to import expensive sterilized tissues from developed countries, but the exposure of orthopedic and plastic surgeons working, to new methods of using allografts in specific surgical treatments.