My Comments (& Others) at KyDeptEd Hearing on Proposed New Ky. Science Standards

I addressed the Ky Dept of Ed at the public hearing in Frankfort Tue, July 23, 2013 about the Next Generation Science Standards. My 5 minutes of comments target the evolutionary biology aspect.
Here's the whole video of the KDE hearing. http://mediaportal.education.ky.gov/videos/kde-public-hearing-7232013/  I'm at 15:30 run time mark, the first one of about 20 or so to address the science standards. Nothing from me about fascism, murder, genocide, or the like, so I didn't make the Courier Journal's cut. You'll have to listen to some of the others to get that perspective.

Or, if you prefer to just read, my text is pasted below:

We and our Kentucky kids are being misled.  The Next Generation Science Standards do not reflect all the latest scientific research, at least the research on evolutionary theory—not by a long shot.  Much is not settled.  And we’re being misled to assume all opposition to this view of biology is a matter of religion.

Random mutation is not settled with Cambridge biochemist Douglas Axe.  He doesn’t talk about religion, but his research in the Journal of Molecular Biology discusses how amino acids fold up 3-dimensionally in just the right complex shapes to form the exact kind of proteins needed to construct and do work in the living cell. Axe says, among all the possible amino acid combinations, the probability of random mutation generating just one short protein capable of folding and remaining stable is roughly[[[[[[[ 1 in 10 to the 74th power, or ]]]]]]]]] one chance in a hundred trillion, trillion, trillion, trillion, trillion, trillion.  Will our kids get to consider this or anything else that challenges macroevolution by chance mutation and natural selection?

Gerd Muller and Stuart Newman published essays by several scientists wondering how neo-Darwinism could explain the origin of epigenetic information.  [[[[[[[But when it comes to comparing  traits of various species,]]]]]]]] the NGS standards over-emphasize genetic similarities between species to prove macroevolution, and seem to overlook these crucial epigenetic factors, that is, microbiological factors that are not traced to genes, that determine how organs are shaped and body plans come together.  So, when it comes to evolutionary microbiology, the writers of the NGSS are behind the curve.

[[[[[[[The truth is there are a multitude of problems that have biologists branching off into all kinds of competing theories that have to forsake Darwin, but preserve at least some kind of evolutionary model.]]]]]]]

A group of leading evolutionary biologists, known as the Altenberg 16, completely without religious concerns [[[[[[except, perhaps, not to be seen as religious]]]]]]]], are explicitly calling to toss out the old for some new theory of evolution that might really work.  If you’re afraid to teach our kids the controversy and let them weigh some issues for themselves, then maybe we are raising them to be intellectually weak.

It’s been said these standards are unified by research in multiple fields.

Well, will our kids learn what’s going on in Paleontology?  Paul Chien, University of San Francisco.  He doesn’t talk about religion, but he’s researched how Pre-Cambrian rock strata in southern China have fossilized soft-bodied embryos.  This helps to prove that the great number of new species that suddenly arose in the Cambrian era have no evolutionary ancestors.  Darwin worried how the kind of fossil evidence that we have today could eventually threaten his theory.  Will our students learn this?

Mathematics:  John Lennox shows mathematic evidence to question seriously how blind nature itself could have produced novel semantic information necessary for the first biological life or new species to arise. Now Lennox does believe in God, but he’s also professor of mathematics at this quaint little college called Oxford.

There are Philosophers of Science who are somewhere between admitted agnosticism or atheism, and yet say challenges to Darwinism can have merit. These include Princeton-educated David Berlinski, who also makes mathematic challenges, and Princeton-educated Bradley Monton, now professor at University of Colorado at Boulder. New York University philosopher Thomas Nagel says the current evolutionary paradigm based on materialistic reductionism is bankrupt in explaining the existence of the mind. Will our kids’ minds get exposed to this?

Cosmology:  The late Allan Sandage, the twentieth century’s most influential astronomer, conceded, "The world is too complicated in all its parts and interconnections to be due to chance alone. [[[[[I am convinced that the existence of life with all its order in each of its organisms is simply too well put together." He did eventually become a theist. (Cited by Lennox, 176). ]]]]]]]

I urge the KDE not only to reject the NGS Standards related to evolutionary biology, but also to review current state standards that do not adequately address these and other substantive disagreements among real scientists.  [[[[[[[These challenges are based on observable research and analysis, not religious agendas.  If you made your decision to pass the NGSS without weighing these scholars' arguments with at least a cursory understanding, then now’s the time.]]]]]]] Are our kids being prepared to wrestle through the controversy behind such an important issue while considering the different sides?  If not, they’re really not becoming educated.

This has everything to do with our school childrens’ understanding of their own significance and what purpose is behind their own lives.  It’s more than just science.  We can’t get this wrong.  The gravity of the theoretical domain of evolution demands that you burn the midnight oil in comprehending these arguments.  Because the writers of the NGSS are either misleading us or they themselves are underprepared and underinformed.

5:30  [[[[[[4:40]]]]]]

References:

Axe, DD.  “Estimating the prevalence of protein sequences adopting functional enzyme folds.” In J Mol Biol. 2004 Aug 27;341(5):1295-315.

Berlinski, David. “The Deniable Darwin.” Commentary 101 (1996): 19– 29.

_______. “On Assessing Genetic Algorithms.” Public lecture, “Science and Evidence of Design in the Universe” Conference, Yale University, November 4, 2000.

Britten, Roy J., and Eric H. Davidson. “Gene Regulation for Higher Cells: A Theory.” Science 165 (1969): 349-57.

Chien, Paul, J. Y. Chen, C. W. Li, and Frederick Leung. “SEM Observation of Precambrian Sponge Embryos from Southern China, Revealing Ultrastructures Including Yolk Granules, Secretion Granules, Cytoskeleton, and Nuclei.” Paper presented to the North American Paleontological Convention, University of California, Berkeley, June 26– July 1, 2001.

Lennox, John C. God’s Undertaker: Has Science Buried God? Oxford:  Lion, 2009. Chapters 9-11.

Mazur, Suzan. The Altenberg 16: An Exposé of the Evolution Industry. Berkeley, CA:  North Atlantic Books, 2010.

Monton, Bradley. Seeking God in Science: An Atheist Defends Intelligent Design. Buffalo, NY:  Broadview, 2009.

Müller, Gerd B., and Stuart A. Newman.  “Origination of Organismal Form: The Forgotten Cause in Evolutionary Theory.”  In Organization of Organismal Form: Beyond the Gene in Developmental and Evolutionary Biology, edited by G.B. Müller and S. A. Newman, 3-10. Cambridge, MA:  MIT Press, 2003.

Nagle, Thomas. Mind & Cosmos: Why the Materialist Neo-Darwinian Conception of Nature Is Almost Certainly False. New York:  Oxford University Press, 2012.

Shapiro, Jams A. Evolution: A View from the 21st Century. Upper Saddle River, NJ: FT Press Science, 2011.

Bureaucracy, Lawyers, and No Light from Ky Dept of Ed

This is another letter to the editor I sent to the Glasgow (Ky) Daily Times. This was published in the June 8-9, 2013 edition under the heading "Parents Need Answers from KDE on Standards." Page A-5.

Dear Glasgow Daily Times Editor,
I have a very precise question about the goals of the Kentucky Department of Education (KDE). They say they don't have to answer my question, even though it directly relates to what and how your kids are being taught. The question is about the exact person or persons who crafted much of the most important language stated in the Kentucky Core Academic Standards. This is the authoritative document that determines the minimum knowledge and abilities our public school kids must have to graduate high school. (Much of it is based on the 2006 Program of Studies).

After many discussions with interested Glasgow/Barren County parents, teachers, and school administrators, they suggested that the answer probably lies hidden somewhere amidst the bureaucracy of Frankfort at the KDE, so there I turned.

I realize my question below is "razor thin" in specifics, but I think it's the kind of question concerned parents and citizens should be asking the KDE all the time:

“My query should be focused on the team responsible for writing the revisions and/or development of the High School level, Arts and Humanities, Big Idea statements for the 2006 Program of Studies. No team of two or more persons can conceivably conclude how such language would be specifically worded without a committee chairperson, of sorts, making the final decisions for exact composition. So two questions: First, if you do not have the name of such a committee leader on record for public access, could you direct me to who would? It would be surprising that the names and specific process for such a team would not be on record somewhere. And secondly, do you have names of these different team members? I realize this might involve many individuals, but the individuals most closely involved with the final 2006 Program of Studies, Arts and Humanities, Big Ideas, for High School level draft--and such a team's leader(s)--would be of most interest.”

After fruitless discussions with multiple KDE standards bureaucrats, the inquiry process finally drug me to the mercy of--you guessed it--the lawyers. Do you think they were any help? In a nutshell, they painstakingly explained that the answer to my question is not documented on record. Does it make sense to you that there's no public record at the Kentucky Department of Education of who exactly writes standards that your kids must be taught? So, since apparently no one wrote this information down, case law says that they do not have to answer me.

Government transparency is a recurring theme, not only in the national news, but now also regarding our own families more and more. It proves to be difficult to shine sufficient light in a place that directly affects our kids--the Kentucky Department of Education. Whether or not the KDE is intentionally hiding important information from our light is a question that every public school parent should ask incessantly. But do any care at all? Surely our action--or lack of action--will quickly tell us a lot about ourselves and the kind of hope--or lack of hope--lies ahead for our kids.