Video Q and A with Mohamed Noor about genetics and evolution

September 12, 2012 • 4:08 am

Yesterday I did a one-on-one interview on Skype with Mohamed Noor, an ex-Ph.D. student of mine who is now a professor at Duke. Mohamed, a great (albeit fast!) lecturer, is teaching an online course in Genetics and Evolution that formally starts October 10.  Enrollment is free and there are no prerequisites, so if you’re interested just sign up at the link. It’s a great way to begin acquainting yourself with the field that is one of the main topics of this website.  As of yesterday, the enrollment was 15,079!!

WEIT is one of the books recommended (not required) in the course, and some of the enrolled students, who had read much of the book, submitted questions for Mohamed to ask me.  In the video I give a brief intro and then answer the questions, some of which are very good.  Mohamed was kind enough to put the interview on YouTube.

I haven’t watched this myself (I can’t bear to see myself in these things), but present it for your delectation.  The second half was done on Mohamed’s backup computer because of technical difficulties, so the video quality suffers a bit.


			

Ken Ham responds to Bill Nye’s anti-creationism video

September 4, 2012 • 12:04 pm

The scary creationist Ken Ham, head of Answers in Genesis and of the Creation Museum in Kentucky, responds to Bill Nye’s (the Science Guy’s) video that extolled evolution and warned against the teaching of creationism.

Ham’s response consists of mainly of accusing Nye of having “an agenda to teach children not to believe in God.” Now I never watched Nye’s show, but I doubt that he ever said anything that was pro-atheism.

Ham also make the bogus creationist difference between “observational science” and “historical science” (since evolution falls in the latter class, to Ham it’s not really science). He also mischaracterizes evolution as “chance, random processes.”

The last two minutes comprise an incoherent rant in which Ham argues that Nye doesn’t understand science, and is brainwashing kids by not teaching them to think critically (i.e., not teaching them creationism or how to distinguish historical from observational science).  It’s always funny to see creationists take the high ground: “See? Unlike you guys, we teach our kids the other side!”

As always with these videos, comments are disabled, so you can rant below.

h/t: Chris

Hey, kids! A free homeschool course on accommodationism, courtesy of the Faraday Institute, Cambridge University, and the Templeton Foundation!

September 3, 2012 • 5:20 am

The Faraday Institute for Science and Religion resides at Cambridge University in England, and was set up and is sustained by generous grants from the Templeton Foundation.  I’ve posted before on the odious “Faraday Schools Project,” which comprises a series of resources designed to teach children that science and God are compatible, while also pushing not just a religious view of the universe, but a Christian one.  Well, a tweet from that project on August 12, sent to me by reader Mark, alerted me that it’s up and ready to begin the indoctrination of children:

You can see the overview of the project at the Test of Faith Homeschool Page, where, if your stomach is strong enough, you can download the course, Science and Christianity: An Introductory Course for Homeschoolers. I’d urge you to have a look at it, particularly if your children are going to experience it.  It looks as if it’s aimed at the UK and US.

I’ve read all 88 pages, and it’s palpably clear that the purpose of this course is to convince children that science is compatible with religion.  Along the way there’s some good stuff, like strong advice to conserve the environment (based on the Biblical injunction that we’re supposed to be “stewards” of the earth), and to accept evolution.  But it’s outweighed by the accommodationism, which mandates that the evolution accepted be theistic evolution (Simon Conway Morris makes an appearance here using the flawed argument of convergence to show the hand of God in evolution), that things like the “fine-tuning” of the universe give evidence for God, and that humans have a frankly dualistic free will that is somehow independent of the brain’s material structure. In those senses the course is profoundly antiscientific despite its nod to being science friendly. As we’ve learned, even in liberal Christianity one sees strong conflicts with science.

Here’s all you need to know about the contents:

And in case you think that Templeton is out of the accommodationism business, this is from the introduction:

The formal course begins with the Argument for Jesus from Hot (Haught) Beverages, which is becoming very popular, employed not just here but previously by Johns Polkinghorne and Haught. You’re supposed to fill in the blanks at the bottom (this is interactive accommodationism):

I won’t bore you with the rest of the course, for it employs all the accommodationist tropes with which we’re familar: there are “different ways of knowing,” science can be dangerous, the evils in the world weren’t caused by God, but are a byproduct of his mechanisms of natural selection, plate tetonics, etc. etc. etc.

I’ll just make one point. The course discusses the faulty tactic of using God to fill in the blanks of our scientific ignorance, decrying “God-of-the-gaps” arguments as both theologically and scientifically untenable.  Well, that’s good.  But then they go on to use a God-of-the-gap argument when it comes to the “fine-tuning” of the physical laws of the universe:


It then gives some examples of fine-tuning (I’ve shown one of four):

Now of course this is precisely the kind of God-of-the-gaps argument that the course argues against: because we don’t know why the universe appears “fine tuned,” and there may be a scientific explanation, we can’t automatically say this is proof of God.  But the Faraday folk are cleverer than this. They say that while it’s not “proof” of God, it constitutes “evidence” for God.  In that way they adhere to the God-of-the-gaps argument without appearing to:

They don’t mention, of course, that science doesn’t “prove” things, either: we adduce evidence for things, and when that evidence is strong enough, we regard something as provisionally true (evolution is a good example).

By adducing scientific evidence for God (free will and human morality are others), this booklet shows that Test of Faith, and Templeton, are not regarding science and faith as separate magisteria, but claiming that science gives evidence for faith. If we’re going to go that route, then, why not give all the evidence against God from science, like the fact that we see unjustified evils in the world (like childhood cancers), that we see rudiments of “moral” behavior in our closest relatives, and that intercessory prayer doesn’t work.  Of course this homeschool booklet doesn’t do that, for its purpose it is not to let students judge the facts for themselves. Its purpose is to strengthen students’ Christianity by showing that not only does science not conflict with it, but actually supports it.

Templeton is reprehensible, as is this homeschool course. Let us hear no more about the Templeton Foundation becoming more secular, for it’s clearly up to its same old tricks.

Creationists respond to Bill Nye’s pro-evolution video

September 2, 2012 • 5:13 am

Last week I posted Bill Nye’s “Big Think” video in which he went after creationism without mincing words.  Predictably, the creationist organization “Answers in Genesis” enlisted a video response (below) from two of the self-described “science guys” (better described as “Liars for Jesus”) from Kentucky’s Creation Museum,  Dr. David Menton and Dr. Georgia Purdom. The title of the video is offensive as well: “Bill Nye, creationism is highly appropriate for our children.”

It’s unfortunate that Nye said that creationism was a problem unique to the U.S., but it is true that levels of evolution-denial are higher in this country than in any other First World nation.  But as for the rest of the creationist response, it’s predictable and lame. Purdom draws a false distinction between “observational science” and “historical science,” placing evolution in the latter category, a category in which truth is determined solely by one’s “worldview.” She also avers that “historical science” “confirms the literal history in Genesis.” What has she been smoking?

Menton’s argument for why the idea of evolution is “highly superfluous” is hilarious. How can these people believe such things?  Well, we know the answer. A world without religion would be a world without creationism, and our kids could learn the truth about their origins without opposition.

Also predictably, the creationists have disabled comments on the video.

The Science Guy goes after creationism

August 28, 2012 • 10:13 am

I have to admit that I know virtually nothing about Bill Nye the Science Guy, except that he had a science-oriented television show for kids, and that a lot of people liked him. I’ve never even seen his show.  But there seems to be a lot of buzz around his new post on the CNN website and his Big Think video (below) dissing creationism. The video pulls no punches, and good for Nye!

The only thing that irritates me about all this is that the CNN post is on the—get this—”Belief” site.  Why isn’t it on the “Science” site? What we have is not a controversy involving two beliefs; it’s a controversy between science and superstition.

Two quotes from Nye:

“I say to the grownups, if you want to deny evolution and live in your world, that’s completely inconsistent with the world we observe, that’s fine.  But don’t make your kids do it.  Because we need them.  We need scientifically literate voters and taxpayers for the future.  We need engineers that can build stuff and solve problems.”

and his last sentences predict the demise of creationism:

“In another couple centuries I’m sure that worldview won’t even exist.  There’s no evidence for it.”

But there hasn’t been any evidence for it since 1859. The persistence of creationism is not a matter of evidence, but of faith.  The worldview won’t exist in a couple of centuries if religion goes away.  If it doesn’t, creationism will still be around.

h/t: Hempenstein

Kentucky Republicans realize that they screwed up: students will have to learn evolution!

August 21, 2012 • 7:37 am

Three years ago the Kentucky legislature approved a measure to make the state’s high-school standards appropriate to those tested by the countrywide ACT (American College Testing) exams. I guess they didn’t realize that the ACTs, which are used to measure students’ proficiency in four areas and also are used as a criterion for college admission, require knowing evolution in the science section.  OMG! That has Kentucky legislators—the Republicans, of course—up in arms.  As usual, they utter their barrage of moronic statements. As HuffPo reports:

. . . state Republicans are now recoiling at their decision. They claim it doesn’t give the theory of creationism a fair shake and places undue emphasis on the teaching of evolution, which they maintain exists only as a “theory.”

“I would hope that creationism is presented as a theory in the classroom, in a science classroom, alongside evolution,” state Sen. David Givens (R) said in an interview with the Herald-Leader. “We’re simply saying to the ACT people we don’t want what is a theory to be taught as a fact in such a way it may damage students’ ability to do critical thinking.”

Teaching creationism in the school classroom is, of course, unconstitutional in America.

And what kind of amazing ignorance is displayed by this statement:

“The theory of evolution is a theory, and essentially the theory of evolution is not science — Darwin made it up,” state Sen. Ben Waide (R) said. “My objection is they should ensure whatever scientific material is being put forth as a standard should at least stand up to scientific method. Under the most rudimentary, basic scientific examination, the theory of evolution has never stood up to scientific scrutiny.”

Darwin “made it up”?  Yeah, just like Einstein “made up” the theory of relativity and Pasteur and others “made up” the germ theory of disease, and Newton “made up” the theory of gravity.  Does Waide know nothing about evolution? Is he aware of the thousands of observations, just in the fossil record alone, that show that the theory does indeed “stand up to the scientific method”?  I feel like sending him a copy of my book, except that I doubt he’d read it.

And another:

State Sen. Mike Wilson (R) said he thinks the system could allow students to be “indoctrinated” by the study of evolution.

Yep, just like we indoctrinate students with the theory of gravity.  What they’re afraid of, of course, is that the scientific facts may turn students away from religion.  Pity, that, for evolution is indeed a central concept of biology that must be required in any decent education in science.

Sadly, even the state commissioner of education is showing some cowardice here. Although he avers that creationism can’t be taught in public schools, he shows that his pedal extremities are getting cold:

Kentucky Education Commissioner Terry Holliday responded to the lawmakers’ inquiry, telling them that the test is “based on evolution as a theory, not as fact.”

Do these people know what a scientific theory is? Apparently, to Holliday it’s equivalent to a guess or a wild speculation, for he’s reassuring parents here that the theory isn’t really all that true.

Well, at least my colleagues at the University of Kentucky are standing up for scientific truth:

While the debate has been rehashed countless times, Vincent Cassone, chairman of the University of Kentucky biology department and a member of the committee that helped developed ACT’s testing curriculum, told the Herald-Leader that the Republicans’ rejection of evolution was incomprehensible.

“The theory of evolution is the fundamental backbone of all biological research,” he said. “There is more evidence for evolution than there is for the theory of gravity, than the idea that things are made up of atoms, or Einstein’s theory of relativity. It is the finest scientific theory ever devised.”

That may be a bit of an exaggeration, since every time something falls on Earth (or we look at the Moon or the planets) we get evidence for gravity, but Cassone gets kudos for emphasizing the importance of evolution. It is, after all, the true story of our origins, and therefore the greatest of all human tales. It’s something that everyone needs to know.

Someone in Kentucky send Waide a copy of my book; I’ll reimburse you! (Self-promotion: Amazon has the hardback of WEIT on sale as a “bargain book” for only $11.18, only a few cents more than the paperback.)

Science writing: lite and wrong

August 11, 2012 • 5:23 am

UPDATE: Malcolm Gladwell has been nice enough to come here and defend his methods in a comment.  As always, be polite if you want to respond to that comment.

___________

Over at his eponymous website, writer and corporate consultant Eric Garland takes up an issue which has started to bother me lately: “science-lite” books that offer superficial analyses of and solutions to social problems or—most disturbing to me—superficial descriptions of scientific work.  To me, these include books like Malcolm Gladwell’s The Tipping Point (a page-turner, but one that left me cold), Jon Haidt’s The Righteous Mind (with its unfortunate concentration on group selection) and The Happiness Hypothesis, David Brooks’s execrable The Social Animal, Nicholas Wade’s The Faith Instinct (funded and vetted by the Templeton Foundation), and all of the books and writing of the now-disgraced Wunderkind Jonah Lehrer.

What these books have in common is a) enormous appeal to the popular mind, especially the part that wants easy answers and doesn’t want to think too hard about science, b) good writing (usually), c) a “self-help” aspect, which promises that you can improve either your life or your business by applying or recognizing a few easily-digestible bits of modern science, and d) annoyingly superficial analyses of difficult problems.

I’m not the only one who shares these opinions. See, for example, Steve Pinker’s New York Times review of Gladwell’s What the Dog Saw, which contains these lines:

An eclectic essayist is necessarily a dilettante, which is not in itself a bad thing. But Gladwell frequently holds forth about statistics and psychology, and his lack of technical grounding in these subjects can be jarring. He provides misleading definitions of “homology,” “sagittal plane” and “power law” and quotes an expert speaking about an “igon value” (that’s eigenvalue, a basic concept in linear algebra). In the spirit of Gladwell, who likes to give portentous names to his aperçus, I will call this the Igon Value Problem: when a writer’s education on a topic consists in interviewing an expert, he is apt to offer generalizations that are banal, obtuse or flat wrong.

. . . The common thread in Gladwell’s writing is a kind of populism, which seeks to undermine the ideals of talent, intelligence and analytical prowess in favor of luck, opportunity, experience and intuition. For an apolitical writer like Gladwell, this has the advantage of appealing both to the Horatio Alger right and to the egalitarian left. Unfortunately he wildly overstates his empirical case.

or Michiko Kakutani’s NYT review of another Gladwell book, Outliers:

“Outliers,” Mr. Gladwell’s latest book, employs this same recipe, but does so in such a clumsy manner that it italicizes the weaknesses of his methodology. The book, which purports to explain the real reason some people — like Bill Gates and the Beatles — are successful, is peppy, brightly written and provocative in a buzzy sort of way. It is also glib, poorly reasoned and thoroughly unconvincing.

Much of what Mr. Gladwell has to say about superstars is little more than common sense: that talent alone is not enough to ensure success, that opportunity, hard work, timing and luck play important roles as well. The problem is that he then tries to extrapolate these observations into broader hypotheses about success. These hypotheses not only rely heavily on suggestion and innuendo, but they also pivot deceptively around various anecdotes and studies that are selective in the extreme: the reader has no idea how representative such examples are, or how reliable — or dated — any particular study might be.

I’ve also discussed David Brooks’s The Social Animal here (I’ve now finished it); it’s a dreadful and completely superficial analysis of human behavior using principles of evolutionary psychology, which presents as hard fact evolutionary speculations that haven’t even reached the hypothesis stage.

Contrast these superficial treatments with Steve Pinker’s latest book, The Better Angels of Our Nature: Why Violence Has Declined, which is long (832 pp.), requires thought (not a book for the beach!), and, especially, is meticulously documented and reasoned.  It’s food for thought, and by the time you’ve finished it you’ve had a full intellectual meal.  I’m not so much decrying the public for avoiding difficult books that require some thought as criticizing authors who, in search of a best seller, dumb down science to the point of distortion.

At any rate, Garland takes up two of these authors in his essay “Jonah Lehrer, Malcolm Gladwell, and our search for non-threatening answers.”  Much of the essay is devoted to how these authors offer superficial solutions to social problems, and one might worry that, as a corporate consultant, Garland is afflicted with a bit of jealousy, but I think he’s right on the mark in several respects.  As his essay argues:

Let us be clear – both Lehrer and Gladwell are worthy authors. Both write with tremendous fluidity and a gift for turning complex situations into engaging narratives. They are both excellent thinkers and world-class writers, period. But step back and look at the topics they cover:

  • How trends emerge in the global economy
  • How we make decisions
  • How people are creative
  • How people achieve success

Neither Gladwell nor Lehrer attempt to cover single subjects with both breadth and depth, like, for example, Mark Kurlansky does in Salt and Cod. They swing for the fences and attempt to explain how “things happen” or “how brains work.” They mix together enormous fields that are still in their infancy, such as neuroscience, with popular fields like art and music and sports. In works of less than 500 pages, Gladwell and Lehrer attempt to enlighten the reader on How the World Works, What People are Really Like, and How Greatness Happens without getting into any of the technical details that would absolutely overwhelm the majority of the readers traipsing through airport book shop before grabbing their flight home.

The incredible complexity of neurotransmitters, global supply chains, or police emergency response training is smoothed over, edited, reduced to a light and palatable narrative of someone with the speech pattern of an Ivy League education. More than actionable insights, this kind of popular analysis gives the reader something far more immediately valuable – the feeling that they have a sophisticated view of the world. Reading this kind of book, the sharp corners, uncomfortable realizations, insecurity, class struggle and information overload of the early 21st century is massaged away into a single comfortable feeling – our elites know what is going on, and the complexity of the world can be explained in a calm, hip, erudite way.

Right on.  What all these “science books” lack is respect for the reader.  That respect would entail laying out the complexities of science, the potential problems with attractive hypotheses, and presenting hard data and statistics. It’s not that the public can’t understand these things: popular books by Steve Gould and Richard Dawkins aren’t dumbed down, but simply present the complexities of science in wonderful prose.  Have a look at Gould’s The Mismeasure of Man if you think readers can’t grasp sophisticated statistical analyses or complex arguments. (Granted, that book has its flaws, but my point remains.)  The Extended Phenotype, by Dawkins, is similar, though mathless.

Now these aren’t “self-helpish” books, but ones trying to explain real science with all its problems, complexities, and wonder.  The new crop of popular science writers, represented by Haidt, Brooks, Gladwell, and Lehrer, are, in contrast, slick and superficial.  That is what happens when one tries to blend On the Origin of Species with People magazine. Perhaps I’m sounding a bit like a curmudgeon here, but science is hard and complex, and it takes a special kind of mind, and a special talent for writing, to convey it accurately.

What we need are not journalists and popular writers who turn their hand to science, but scientists who turn their hand to journalism and popular writing.