Anti-evolutionists often make political inroads by relying on America’s sense of fair play in addition to our scientific illiteracy. The average American responds favorably to the loaded suggestion that all ideas are equally valid and asks, “why shouldn’t science class treat all ideas equally?” Our challenge as supporters of science education is to teach the average American that science is not a “fair” process, but one that is based on merit, and that not all ideas are equally valid. Realizing that many Americans are familiar with another merit based school program, sports, I have developed the following analogy.
Science doesn’t treat all ideas equally for the same reason why football doesn’t treat all players equally. You don’t give your inexperienced freshman quarterback the same amount of playing time that you give the three-year starter who has taken you to two championships. Playing time and class-room time are both based on merit. Not all players and not all ideas have the same merit. Some ideas, like evolution, are equivalent to a three-year starting quarterback with two championship rings and whose father won the Heisman Trophy and three Super Bowls. Other ideas, like “intelligent” design creationism, are equivalent to an out-of-shape eight-grader who thinks football is played on an Xbox.
Advocates of “intelligent” design creationism have an idea, one that is not developed scientifically. It is like the weak freshman who wants to be a quarterback but who needs to work hard to compete for a spot on the team and the starting position. Unfortunately, this quarterback does not think that he needs to practice. He does not think that he needs to work at becoming a quarterback. He thinks that he is already good enough be the quarterback. Why shouldn’t he get as much playing time as the other quarterbacks? The fact that the coach doesn’t think that he belongs on the team doesn’t inspire him to work hard and earn playing time. To the contrary, it inspires his parents to bypass the obviously indoctrinated coach, and go over his head to the principal or school board.
A quarterback controversy is good for the team, after all. If all quarterbacks are not given the same amount of playing time then fans will not be able to decide who to cheer for. Clearly random parents who have never played football have a better understanding of the game than a coach who has been indoctrinated into it. As outsiders they are clearly capable of besting the insiders when it comes to coaching decisions. It is so obvious; isn’t it?
However, knowledgeable sports fans will understand why it is necessary to stick with an established quarterback, rewarding hard work and merit over egotism and self-importance. Knowledgeable parents, educators, and politicians should similarly understand why it is necessary to stick with established scientific ideas in classrooms.
29 Comments
Guitar Eddie · 11 August 2004
That's a great analogie, man. But I have one question for you. How do you suggest the scientific commnunity teach the public that science is not a "fair" process?
The problem is many people think science is merely a theoretical construct, which is why it is easy for them to think that all ideas are equally valid. This is part of the reason why a few people are able to float the idea that science is a religion, since religion is also a theoretical construct. Consequently, many people don't know the difference between religion and science. They think the two are the same system of thought.
Additionally, people are generally unfamiliar with empirical processes, adding to the challenge of education.
Mike Price · 11 August 2004
I tried to expand on your analogy a little in my mind with kind of a devil's advocate position, and I thought: "Well, what's wrong with letting the eighth-grade weakling play for a few minutes? It's not exactly like the game really has a real opponent, so where's the harm? It's more important to be fair and nice to everyone, right?"
Fortunately, I am able to argue back at myself and I came to this conclusion: the danger does not come in the inexperienced quarterback losing the game for everyone. In all reality, there's not a game to be won, just a game to be played. The real danger lies in the inexperienced-but-manipulative quarterback tricking the audience into thinking the rules of the game have changed. He'll put on an entertaining show, dance around the field, jump through hoops and juggle the ball, but he'll never score any points. A knowledgable audience would heckle this quarterback until he felt badly enough to go sit back down, but in the science game, the audience-at-large is anything but knowledgable. They are vaguely aware a game is even going on, and therefore they eat up the flashy manipulation; the score be damned. So there it is. If we let those in the bleachers call the shots, the whole team will suffer and the game will be called on account of ignorance. And no one will be the wiser. They'll just sit there staring at the dog-and-pony show taking place on the 50-yard line, oblivious to the game they are missing.
PZ Myers · 11 August 2004
The sad thing is that this is actually a very useful rhetorical tool to wield against school boards, which tend to be more appreciative of the superficialities like sports than they are of significant matters, like academics. Would that we could win them over by appealing to their desire to improve kids' educations...
Reed A. Cartwright · 11 August 2004
It's been my observation that the fastest way to get voters to approve special local sales taxes for education is to threaten to cut athletics.
We really live is a messed up society where art and music education get cut before football.
Francis Beckwith · 11 August 2004
If I may draw inferences from analogy, let me offer the following. In the cases of the football game and science they both apparently have an intelligible point. Because the goal is to win the football game and the goal of science is to acquire knowledge (or at least provide theories and accounts that have explanatory power), anything that disrupts those goals violates the practice's intelligible point. So, it seems clear that football and science have a purpose to them. Now, if I follow your analogy correctly, a scientist who embraces ID--given ID's apparent paucity of proof--violates the intelligible point of science. But he would also lack virtue as an agent; that is, he would be thinking and acting in a way that is inconsistent with the intellectual obligations of a rational agent. But that would mean that rational agents would have an intelligible point, like football games and science. Now, an ID advocate could say that in order for you to make such a judgment you would have to believe that human beings have a proper function. But "proper function" language is design language. So, it seems to me that the power of your analogies comes from smuggling in design language at the level of person that naturalism qua naturalism cannot give you.
Because I am just a philosopher with a law degree and not as smart as you scientists, maybe you can explain what appears to little ol' me to be a conundrum of sorts. (But, hey, what do I know?).
Reed A. Cartwright · 11 August 2004
PZ Myers · 11 August 2004
What kind of nonsense is that? The sole argument is that science has a proper point and an appropriate set of methods, and that ID violates them. There is no judgment being made on what the function of human beings might be--it seems to me that the only way trying to smuggle in a little invalid baggage here is yourself.
Francis Beckwith · 11 August 2004
Ralph Jones · 11 August 2004
Francis,
Substitute a board certified brain surgeon for the experienced quarterback and a faith healer for the eighth grade quarterback. If you had a brain tumor, who would you want to operate?
Wesley R. Elsberry · 11 August 2004
Dr. Beckwith,
Interesting. What parts of the Apostles' Creed, for instance, are known scientifically?
Les Lane · 11 August 2004
An ID proponent in science is like a rugby player (playing rugby) in an American football game. Independent team sports don't mix well at the game level.
Russell · 11 August 2004
anyone who "believes" religiously what he denies he knows scientifically is violating the intelligible point of theology (if he is claiming to be a creedal Christian in all its metaphysical glory).
... or, as I've often wondered: "how many chickens does it take to cross a light bulb?"
John Wilkins · 11 August 2004
Wesley R. Elsberry · 11 August 2004
I always found it a little weird that an adaptive trait has no "proper function" in the first organism in which it appears, although the same trait has a "proper function" in its offspring.
One of the hazards of definitions, I guess.
Francis J. Beckwith · 12 August 2004
Great White Wonder · 12 August 2004
Francis, are you trying to prove that God exists or that evolution is a fantasy? I can never quite tell.
I really do want to be on the Internet at or very close to the the moment when either or both of these great analytical feats are presented in logically unassailable fashion for the first time. What a great story that will to tell my children, grandchildren and great-grandchildren!!! The day the human race truly turned a corner for the first time!!!!! Heavens, my brow gets sweaty and heart flutters just contemplating the profoundness of it all.
steve · 12 August 2004
Agreed, GWW. Maybe eventually my kids will be able to study under the great Dembski, who by then I'm sure will hold the Philip Johnson chair of ID Theory at Caltech.
Francis J. Beckwith · 12 August 2004
Great White Wonder · 12 August 2004
Bob Maurus · 12 August 2004
GWW and Francis,
But will you both still like each other in the morning?
John Wilkins · 12 August 2004
Wesley R. Elsberry · 13 August 2004
Dr. Beckwith,
Still waiting on some indication of what items in the Apostles' Creed are known scientifically. F'rinstance, how about a citation for the research publication describing the location and characteristics of "hell"?
It seems to me that your assertion concerning being a creedal Christian is wrong if there is any item in whatever creed you specify that doesn't have a corresponding body of scientific knowledge backing it up.
steve · 13 August 2004
I think they use a more restrictive standard for what constitutes incompatibility with science, Wesley. By defining 'knows scientifically' as a sufficiently small set of things limited to perhaps only measurements, a set much more limited than practicing scientists would usually say, you can declare no conflict between science and religion, since of course religions seldom say things like "the value on the voltmeter at that point should be 3.4 +/.2".
Wesley R. Elsberry · 13 August 2004
Russell · 13 August 2004
Dr. Beckwith raises an interesting distinction I never focused on: "creedal" christians (presumably distinct from "noncreedal" christians).
The church I grew up in (anglican) would definitely fall into the "creedal" camp. Are there denominations that explicitly identify themselves as noncreedal? Or is that another way of saying "free-lance" christian?
steve · 13 August 2004
Wesley R. Elsberry · 13 August 2004
Steve,
If that's what he was saying, he chose a poor way to express it.
steve · 13 August 2004
Here's a good example of religious people having problems getting their religious 'knowledge' aligned with scientific knowledge.
http://www.phillyburbs.com/pb-dyn/news/104-08122004-346938.html
steve · 13 August 2004
Apparently wheat can supernaturally transform into deity flesh, but rice can't.
Gluten: It's magically religious!