ID the Future Intelligent Design, Evolution, and Science Podcast
Topic

Textbooks

dickinsonia-extinct-creatures-of-the-ediacaran-era-one-of-the-first-animals-stockpack-adobe-stock
Dickinsonia, extinct creatures of the Ediacaran era, one of the first animals

Günter Bechly on Why Seventy Years of Textbook Wisdom Was Wrong

A new study challenges decades of conventional wisdom on what caused the geologically sudden rise of multicellular life on earth. So what mechanism triggered the Avalon explosion and other similar infusions of new life? And is it a science stopper to use intelligence or mind as a working hypothesis? On this ID The Future, we welcome back paleoentemologist Dr. Günter Bechly to answer these questions and more. A 1959 paper argued that an increase in oxygen content was a pre-condition for the rise of the first complex macro-organisms. This became mainstream consensus for decades. But a new study shows that this geologic event, known as the Avalon explosion, was actually precipitated by a drop in oxygen levels. Dr. Bechly explains the new paper's findings. He also explains the type of mechanism that has the power to produce the effects in question. Read More ›
knowledge-and-science-books-artistic-graphic-collage-generative-ai-illustration-stockpack-adobe-stock
Knowledge and science books artistic graphic collage - Generative AI illustration

Is Evolution Taught Fairly in Textbooks? A High School Senior Investigates

Has the accuracy of teaching on evolutionary theory improved in standard biology textbooks in recent years? On this ID The Future, host Daniel Reeves, Director of Education & Outreach at Discovery Institute’s Center for Science and Culture, speaks with a recent high school graduate named Natalie about her senior year research project. Natalie has had an interest in evolution and intelligent design for years, and she's noticed that textbooks don't always cover important or controversial topics fairly. So when she discovered her school was trialing a new biology textbook, she decided to evaluate the proposed textbook's approach to accuracy and fairness in light of the available scientific evidence. Focusing on the fossil record and genetics, Natalie organized quotations from the textbook into three categories - misrepresented, underdeveloped, or well-aligned - based on how well they conveyed the available evidence. From whale evolution to genetic differences among organisms, Natalie found that more often than not, the textbook was misleading to students in the way it presented or omitted important scientific ideas. "High school students are in such a pivotal time in their life because they're forming their worldview," says Natalie. "And evolution is a theory on the origin of life...that's huge to answering those questions." Natalie encourages her fellow students, and anyone interested in origins, to question and dive deep as they evaluate competing ideas. As biologist and Center for Science and Culture Senior Fellow Jonathan Wells puts it at the start of his latest book, Zombie Science, this book is "dedicated to the students who will need to discern the truth for themselves." Here's one young scholar who is doing just that. AN IMPORTANT NOTE In the interview, Natalie shares her personal view that intelligent design should be included in public school science classrooms. However, as a matter of public policy, Discovery Institute opposes any effort to require the teaching of intelligent design by school districts or state boards of education. Attempts to require teaching about intelligent design only politicize the theory and will hinder fair and open discussion of the merits of the theory among scholars and within the scientific community. Furthermore, most teachers at the present time do not know enough about intelligent design to teach about it accurately and objectively.  Instead of recommending teaching about intelligent design in public K-12 schools, Discovery Institute seeks to increase the coverage of evolution in curriculum. It believes that evolution should be fully and completely presented to students, and they should learn more about evolutionary theory, including its unresolved issues. In other words, evolution should be taught as a scientific theory that is open to critical scrutiny, not as a sacred dogma that can’t be questioned. Read more of our recommendations for science curriculum here: https://www.discovery.org/a/3164/ Read More ›
DCOSAF-2019-001-Meyer-Metaxas copy

Eric Metaxas on the Miracle of a Fine-Tuned Universe, Pt. 1

Today’s episode of ID the Future features Part 1 of a talk bestselling author Eric Metaxas gave at the 2019 Dallas Conference on Science and Faith in Dallas. His topic was the miracle of our fine-tuned universe, taken in part from his book Miracles: What They Are, Why They Happen, and How They Can Change Your Life. Metaxas also discusses another thing he finds amazing: that so many people think the progress of science means the retreat of religion.

Unbelievable: The Cosmic Copernican Demotion That Wasn’t

On this episode of ID the Future, Andrew McDiarmid again hears from science historian Michael Keas about another science myth exploded in Keas’ new ISI book Unbelievable: 7 Myths About the History and Future of Science and Religion. This time it’s the belief that Copernicus’s sun-centered cosmos demoted humans from our privileged position at the center. As another pioneering early astronomer, Galileo, noted, under the old astronomy the center was no privileged place. Instead it was viewed as the bottom of the universe, the “sump where the universe’s filth and ephemera collect.” So Copernicus’s discovery, if anything, elevated Earth’s place in the cosmos.

Read More ›
zombiescienceFB

Dead Peppered Moths Can’t Evolve, and the Myth About Them Hasn’t Changed Much, Either

On this episode of ID the Future, biologist Jonathan Wells, author of Icons of Evolution: Science or Myth? Why Much of What We Teach About Evolution is Wrong and Zombie Science: More Icons of Evolution, debunks a new study purporting to breathe fresh life into an old and throughly discredited icon of evolution, the peppered moth. Wells also tells how this icon of a moth “evolving” from light to dark still lives on in current textbooks, in the same form many parents probably remember from their school days. Dr. Wells and others have shown that many of these pictures used dead moths, pinned in places that live ones never rest. The supposed science of peppered moth evolution has been shown to be false as well. But the pictures and the claims are persuasive, so some textbooks still use them. This prompts host Rob Crowther to ask Dr. Wells, what can parents do to help their kids know the truth? Listen in and to hear Dr. Wells’ advice.

Read More ›
IDTF-thumbnail
IDTF-thumbnail

(Not) Making the Grade: Recent Textbooks & Their Treatment of Evolution

In this edition of ID The Future, Casey Luskin discusses a newly updated report on 22 recent textbooks and their treatment of evolution and intelligent design. In 2000, Jonathan Wells published a review of textbooks in his popular book Icons of Evolution. He discovered that many textbooks presented inaccurate or incomplete information about evolution and either omitted or undermined alternative viewpoints. Wells’ criteria is used again 11 years later. Tune in to find out what has changed.

Read More ›