Rob Staedler and the NABT
It's no secret that the origins debate is highly polarized. Many people have their minds made up and too often there is no place for a reasoned evaluation of the science. That’s tragic because that is where things become interesting. I once spoke to a roomful of high school science teachers, explaining that they could accurately teach how the science bears on the theory of evolution—both positively and negatively. The response I got was that this would confuse the students who needed to be given a simple, unambiguous message. One teacher was concerned that anything other than an obvious, “evolution is true,” message would be detrimental to the learning. To be sure there can be a tension between detail and clarity in classroom settings. High school students learn introductory history lessons out of necessity. They simply are not ready for research-level topics. Clarity sometimes comes at the cost of less detail. But there is a difference between simplifying a lesson and biasing a lesson. I was again reminded of all this when I heard about how the National Association of Biology Teachers responded to Dr. Robert Stadler’s new book, The scientific approach to Evolution.
It would be difficult to find someone more qualified than Stadler to analyze how the scientific evidence bears on the theory of evolution. His academic background is in Biomedical Engineering, with degrees from the top universities in the nation (Case Western Reserve University, MIT, and Harvard). And he has twenty years of experience in the field, with more than 100 patents to his name.
Stadler’s interest in evolution skips over the usual culture wars arguments and focuses on the science. Stadler provides an approach that is sorely needed. While there are plenty of texts and popular books that review the scientific evidence for evolution, they invariably fail to provide any kind of accounting of the strength of the evidence. The field outside my window is flat and so is evidence that the Earth is flat. But of course that evidence is weak.
On the other hand, there is plenty of academic work dealing with methods of rigorous, quantitative, theory evaluation, such as Bayesian approaches. But they invariably fail to engage the real-world evidences for evolution, in any kind of comprehensive way.
For all the talk, there is too often a lack of actual practice of analyzing the evidence. Enter Rob Stadler and his thoroughly accessible approach to laying out how the evidence bears on the theory of evolution. Importantly, Stadler explains not just the evidences, but the strengths and weaknesses of those evidences.
Because Stadler’s approach is accessible, it is an excellent classroom resource. Indeed, regardless of what one believes about a scientific theory such as evolution, the learning is greatly enhanced when one is allowed to explore the evidence, think critically about it, form opinions, and defend them in discourse. Rather than rehearse the carefully selected subset of evidences routinely presented in textbooks, the science should be allowed to speak for itself.
Unfortunately those science teachers I spoke to are not the only ones uncomfortable with allowing science such freedoms. Earlier this year Stadler worked with an agency to place an advertisement for his new book with the National Association of Biology Teachers. The contract was signed, funds were paid, and beginning in May the ad was to appear on the NABT website.
But strangely enough, on May 1 the advertisement failed to appear. It was through the ad agency that Stadler learned that the NABT had no intention of running the ad. The agency informed Stadler that the NABT had “concerns” over the content of the book.
And what exactly was the problem? The Scientific Approach to Evolution allows the evidence to speak for itself. According to Stadler’s book, there could be negative evidences, as well as positive evidences.
And that was not acceptable.
The NABT was concerned that “Dr. Sadler’s attempts to address ‘strengths and weaknesses’ in order to establish a climate of controversy in the scientific community regarding evolution where there is none.”
Ironically, the NABT was also concerned that Dr. Sadler underappreciates that “theories are open to revision and refinement as new data becomes available.” That’s ironic because Sadler’s book does precisely that. Sadler appeals to new data to refine and revise our understanding of evolution.
Indeed, if Sadler’s theory-neutral appeal to the scientific evidence makes him guilty of attempting to “establish a climate of controversy” where there is none, then how can theories such as evolution ever be revised?
The fact is, the NABT’s ground rules are a form of theory protectionism. They won’t even run an advertisement for a book that dares question evolution on scientific grounds.
And rather than address the evidence that Sadler brings forth, the NABT contrives nefarious motives. According to the NABT, Sadler is guilty of dishonest pedagogy, and seeking “to establish a climate of controversy.” In the name of scientific integrity the theory must be protected. Darwin’s supporter TH Huxley called for a very different approach. We must, Darwin’s bulldog explained:
Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever and to whatever abysses nature leads, or you shall learn nothing. I have only begun to learn content and peace of mind since I have resolved at all risks to do this.
Huxley insisted that we cast aside our preconceived notions, and follow the evidence to wherever it leads. Otherwise “you shall learn nothing.” Unfortunately Huxley would not recognize today’s classroom. The NABT would do well to heed the warning of Darwin’s most vocal advocate.
No comments:
Post a Comment