Tuesday, February 14, 2006
Flying Elephants Everywhere
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There is some luscious irony on display in a recent article in the Toledo (Ohio) Blade. Discussing the current debate over whether or not the Ohio Board of Education should revisit its decision to include "critical analysis of evolution" in 10th-grade science curriculum, the article quotes Susan Spath, a spokesman for the National Center for Science Education as saying:
"No one was fooled by the phrase intelligent design. Everyone knew the designer was the Judeo-Christian God." ...
Intelligent design proponents knew the idea "would likely fail the constitutional test, so they ... did move away from teaching intelligent design to teaching the strengths and weakness of evolution," she said. "On its face, there's nothing wrong with that, but context is everything. The real context is that people who have been pushing [critical analysis] are using that language to push attacks on the credibility of evolution. What they mean is, ‘Hey kids, criticize evolution and don't take it seriously.’"
Casey Luskin, the Discovery Institute’s traveling spokesman, is then reported to have this reaction:
"To me, it sounds like the Darwinists are afraid of having material taught to students," Mr. Luskin said. "They're trying to dumb down the curriculum."
Casey's problem is that the article starts with this:
What was that about dumbing down the curriculum, Casey?Michael Maveal wants his eighth-grade students at Jones Junior High to know the truth - as he sees it.
So, the Toledo Public Schools science teacher tells them that evolution is an unproven theory, as is creation.
He teaches them about Nebraska man, a creature rejected by science long ago, to demonstrate the fallibility of evolution. He teaches them that Pluto has never been seen. [It has.] He teaches them that humans are not animals. [We are.] He teaches them about the famous scientific hoax, Piltdown man, once purported to be an early human ancestor.
"I'm not afraid of dealing with all the fakery that's going on in all the science community,'' Mr. Maveal said. "We have to present information to the kids so they can make an intelligent decision for themselves.
"I tell them what the scientists won't admit."
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Comments:
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What should be done with Mr. Maveal?
That's a serious question. What if you were on the school board in Toledo? Let's make it as hard as possible. (After all, if he's as incompetent in other areas as what's in the article, it's a no-brainer.) Suppose he's really good with the kids, does a fine job teaching some areas of science, handles his job well, etc.
I think likely the best solution would be to remove him from teaching science. Math or language arts, something where his bizarre notions are least able to interfere.
That's a serious question. What if you were on the school board in Toledo? Let's make it as hard as possible. (After all, if he's as incompetent in other areas as what's in the article, it's a no-brainer.) Suppose he's really good with the kids, does a fine job teaching some areas of science, handles his job well, etc.
I think likely the best solution would be to remove him from teaching science. Math or language arts, something where his bizarre notions are least able to interfere.
# posted by 
: 9:36 AM
: 9:36 AM
As to his being a good teacher, I wouldn't be a bit surprised. You can find out a little about him here and here.
As to what the school board can do about him (assuming they want to do anything), that depends upon his contract. The first step in any action would be counseling him (i.e. telling him to knock it off) and then possibly reassigning him. Stronger measures, like suspending him or firing him might be difficult if the local teachers union is strong.
The school he is teaching in is apparently an inner-city school and the administration might care more about having a dedicated teacher than what "little idiosyncrasies" he may have.
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As to what the school board can do about him (assuming they want to do anything), that depends upon his contract. The first step in any action would be counseling him (i.e. telling him to knock it off) and then possibly reassigning him. Stronger measures, like suspending him or firing him might be difficult if the local teachers union is strong.
The school he is teaching in is apparently an inner-city school and the administration might care more about having a dedicated teacher than what "little idiosyncrasies" he may have.
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