ATTACK OF THE KILLER POTATO HEADS
One would think that more than most subjects our children are learning in school, the physical sciences would be immune from the pressures of outside interest groups intent on imposing cultural relativism and multicultural “sensitivity” on the curricula. After all, unlike history or literature, science relies on empiricism and objective observation to resolve the mysteries of the universe. And the kind of interference associated with the multiculturalists would seem to be irrelevant when it comes to learning about universal laws like gravity or thermodynamics.
I am very sorry to disappoint you:
Several centuries ago, some “very light-skinned” people were shipwrecked on a tropical island. After “many years under the tropical sun,” this light-skinned population became “dark-skinned,” says Biology: The Study of Life, a high-school textbook published in 1998 by Prentice Hall, an imprint of Pearson Education.
“Downright bizarre,” says Nina Jablonski, who holds the Irvine chair of anthropology at the California Academy of Sciences. Jablonski, an expert in the evolution of skin color, says it takes at least 15,000 years for skin color to evolve from black to white or vice versa. That sure is “many years.” The suggestion that skin color can change in a few generations has no basis in science.
Pearson Education spokesperson Wendy Spiegel admits the error in describing the evolution of skin color, but says the teacher’s manual explains the phenomenon correctly. Just why teachers are given accurate information while students are misled remains unclear.
An isolated example? Hardly. And if it were only the moonbat left, it would be easy to dismiss as one more example of political correctness run rampant. Unfortunately, Christian idiotarians want to get in the act too:
A six-day courtroom-style debate opened on Thursday in Kansas over what children should be taught in schools about the origin of life — was it natural evolution or did God create the world?
The hearings, complete with opposing attorneys and a long list of witnesses, were arranged amid efforts by some Christian groups in Kansas and nationally to reverse the domination of evolutionary theory in the nation’s schools.
William Harris, a medical researcher and co-founder of a Kansas group called the Intelligent Design Network, posed the core question about life’s beginnings before mapping out why he and other Christians want changes in school curriculum.
School science classes are teaching children that life evolved naturally and randomly, Harris said, arguing that this was in conflict with Biblical teachings that God created life
What is going on here? While the goals of the moonbats and idiotarians are different, the motivations behind the meddling in science curricula are similar; to bend science to fit a specific worldview. While it’s pretty easy to make fun of “monkey trials” and attempts to equate tribal shamans with medical doctors, the sad fact is that by fiddling with the way science is taught, our children are the ones who suffer the consequences.
And those consequences could be devastating to both the country and the schoolchildren. When our kids grow up they must compete in a world where more than any other time in history, science will play a large part in the world’s economy:
In a field long dominated by the United States (with more than 1,300 U.S. biotech firms, compared with about 700 in all of Europe), the global competition is increasingly intense.
Britain, of course, was first out of the gate in starting its own biotech industry back in the mid-1980s when the outbreak of brain rotting Creutzfeldt-Jakob disease, a form of bovine spongiform encephalopathies (BSE, or “mad cow disease”), first gathered public attention. 3 Britain now has 560 biotech companies. Of 70 or so publicly traded biotech concerns in Europe, half are British. This includes the grandfather of British biotech firms, Celtech, which pioneered drugs that exploit the body’s own antibodies to combat disease, and who posted a profit this year for the first time. Britain has approved its first three biotech products this year: a new anesthetic and treatments for migraines and Alzheimer’s disease.
The Netherlands-based firm Qiagen is the leading manufacturer of products for purifying genetic material such as proteins and nucleic acids; its products are now being used in most labs around the world.
The Swedish firm Prosequencing has become a technological leader in making systems for automated DNA sequence analysis, which is essential for mining the rich vein of data in the human genome.
It’s clear that biotechnology is a growth industry whose products promise to change our world in ways that are unfathomable to us today. The question is are our children going to run those bio tech factories? Or are they going to be sweeping the floors of factories owned by the Brits or Swedes?
It doesn’t help when pressure groups try and influence textbook publishers to put out stuff like this:
Jews have been awarded 22 percent of all Nobel Prizes in science, but readers of Houghton Mifflin’s fifth-grade textbooks won’t get wind of that. Navajo physicist Fred Begay, however, merits half a page for his study of Navajo medicine. Albert Einstein isn’t mentioned. Biologist Clifton Poodry has made no noteworthy scientific discoveries, but he was born on the Tonawanda Seneca Indian reservation, so his picture is shown in Glenco/McGraw-Hill’s Life Science (2002), a middle-school biology textbook. The head of the Human Genome Project, Francis Collins, and Nobel Laureates James Watson, Maurice H.F. Wilkins, and Francis Crick aren’t named.
No Einstein? The man whose theories revolutionized the world isn’t even mentioned? And the three men - Waston, Crick and Wilkins - who unlocked the secrets of the structure of DNA, the biological basis for all life on earth are similarly ignored?
This kind of selective cultural memory is eerily reminiscent of tactics used by the Nazis when they purged their physical sciences of the names and even the achievements of Jewish scientists creating what they called “German” Physics and “German” Biology.
Nobel Prize winning physicist Hans Bethe believed that this kind of nonsense set the German atomic bomb program back significantly. He argued that when you throw out the theories of Einstein, Neils Bohr and others based solely on the fact that they were Jewish, there was no way the complexities involved in constructing an atomic bomb would be uncovered.
So there are extraordinary dangers when science education is subverted to serve some social engineering scheme. Not only does it do an injustice to history, it also poses a danger to the way that textbooks are written:
A study commissioned by the David and Lucile Packard Foundation in 2001 found 500 pages of scientific error in 12 middle-school textbooks used by 85 percent of the students in the country. One
misstates Newton’s first law of motion. Another says humans can’t hear elephants. Another confuses “gravity” with “gravitational acceleration.” Another shows the equator running through the United States. Individual scientists draft segments of these books, but reviewing the final product is sometimes left to multicultural committees who have no expertise in science.“Thousands of teachers are saddled with error-filled physical science textbooks,” wrote John Hubisz, a physics professor at North Carolina State University at Raleigh and the author of the report. “Political correctness is often more important than scientific accuracy. Middle-school text publishers now employ more people to censor books than they do to check facts.”
United States students are currently ranked 19th out of 21 leading industrialized countries when it comes to science. With attacks on objective scientific education by both the left and the right, the question must be asked: Why can’t Johnny dream? More than any other subject, science opens our minds to the staggering possibilities for acquiring knowledge about both the biggest and the smallest parts of our universe. And if that knowledge is dependent on being taught in such a way as to take into account the cultural sensitivities of students rather than the objective truths discovered through the ages, then Johnny will be left behind by those who don’t pay any attention to such nonsense.
Cross Posted at Blogger News Network
Lean Left blogs the Kansas Idiotarians and makes a plaintive cry for sanity:
This is not about science – it is about using science classes to indoctrinate children in one particular version of religion. Nothing more. That needs to be said. loudly and often.
Agreed. But will the left make equally loud noises about about the multiculturalists and their fanatic attempts to destroy science education by making it more important to take into account a student’s cultural background than get the facts right?
