I recently attended a debate on “Intelligent Design (ID) and the Existence of God.” One of the four debaters was Dr. Lawrence Krauss{1} representing an atheistic, anti-ID position. I was looking forward to hearing what Dr. Krauss would say when speaking in the presence of other knowledgeable members of academia. Would he go beyond the tired, illogical talking points passed on without question by the mainstream media? Or would he present some thoughtful arguments against the validity of intelligent design concepts and/or for the current state of Darwinist explanations for life as we know it?

Since I believe there are some thoughtful, interesting arguments that could be raised against intelligent design, I was sorely disappointed to discover that Dr. Krauss did not deviate from the shallow arguments which consistently appear in media coverage of this topic. As one of the other debaters, Dr. David Berlinski {2}, commented after Dr. Krauss’ opening statement, “Everything you have said is either false or trivial.”

However false and trivial they may be, these arguments are blindly accepted as reasonable by many people. As thinking Christians, we have a responsibility to be prepared to tear down these façades raised up against the knowledge of God. One way to do this is to be able to discuss with others the prevailing arguments in ways that reveal their weaknesses and inconsistencies. To help in that process, the remainder of this article will list several of the standard arguments offered up by Dr. Krauss and examine their reasonableness and validity.

Argument: Evolution is a proven fact. Scientific experiments and observation over the last 100 years have conclusively demonstrated that evolution is a fact.

Analysis: Faulty logic resulting in false conclusion. In the context of the debate, “evolution is a proven fact” is implied to mean that random mutation coupled with natural selection is the sole process through which life evolved on this planet. This meaning of evolution is not a proven fact. What has been demonstrated through observation and experimentation is that the frequency of certain characteristics in a species will vary over time through random mutations and natural selection. These results provide some support to the theory that these undirected natural causes could be responsible for the development of life as we know it, but they do not come close to proving it. In logical terms, we would say that what science has demonstrated is necessary for the premise to be true but not sufficient to prove that it is true. That would be like saying, “Since we can demonstrate that wind and water erosion can produce regular geometric patterns, this proves the Statue of Liberty is the result of undirected natural forces.”

Argument: Origins science is the same as observational science. Both the study of origins (or other one-time events) and the study of ongoing natural processes are the same because they both look at data that was observed in the past. Therefore we can apply the same criteria to origins science as to observational science. Since observational science depends on repeatable experiments, we should reject out of hand any hypothesis (e.g. ID) that considers intervention by a designer because we cannot recreate it.

Analysis: False premise resulting in faulty conclusion. The study of origins is more akin to archaeology and forensic science than to observational science. In these fields, scientists look at the evidence left over by past events to help evaluate hypotheses on what caused the event to determine the ones that are most likely. As an example, consider the question, “Why does the earth have a large moon?” Scientists have a number of different theories on when and how our earth acquired a moon, but they would all agree that we can never be certain what actually happened (apart from the development of a time machine which would allow us to go back and observe the event). It is true that in observational science fields, scientists do look at results from experiments done in the past. But, they can choose to repeat those experiments in the future.

Regardless of whether one is considering the role of natural selection or the role of an intelligent designer, when you are developing hypotheses for the origins and development of life on earth the best that can be done is to access which processes had the highest probability of contributing to the end results. If you eliminate all options other than random variations in natural processes, you tie the hands of scientists in considering how the evidence best fits all hypotheses.

Argument: Some things that have the appearance of being designed are not. Therefore, we cannot detect the presence of design.

Analysis: Faulty logic resulting in false conclusion. Yes, there are things found in nature from the geodesic shapes of carbon structures to the results of erosion that mimic shapes designed by man. Yet, most of us seem to have no problem distinguishing between the remains of ancient civilizations and the results of undirected natural processes. If you search enough beaches and tidal pools, you can probably find every letter of the alphabet produced by the interaction of tides and currents. But, if you come across the words “John loves Mary” in the sand, you will be very confident that these were the result of intelligent intervention.

Argument: The theory of evolution is a foundation of modern science.

Analysis: Switching definitions results in false conclusion. Understanding the processes by which bacteria, viruses, species and societies change in response to changes in their environment are important concepts in modern science. However, whether one believes these processes are solely responsible for the origin and development of life on earth or not has little or no impact on one’s ability to make advances in science. To date, I have not been made aware of a single positive advance in modern science or engineering that required the developer to fully believe in Darwin’s view of the origins of the species in order to make that advance. One’s beliefs on origins are foundational to answering the metaphysical questions of life, but don’t preclude someone from making contributions in science. Advances in science have been made by Christians, Hindus, Buddhists, Jews, atheists, etc.

Argument: Scientists understand how the bacterial flagellum evolved, disproving the concept of irreducible complexity.

Analysis: False statement coupled with faulty logic. The bacterial flagellum is a complex device used to propel some types of bacteria. It is comprised of over 30 different proteins. Not only do these proteins perform different complementary functions, but they must be assembled in the bacteria in exactly the right sequence by other proteins. Since the flagellum will not function without all of these elements in place (i.e., it meets the definition of irreducible complexity established by Dr. Behe in his book Darwin’s Black Box), the premise is that all of these parts would have to appear simultaneously in order for natural selection to favor carrying forward any of these mutations in the gene pool.

Dr. Krauss stated that scientists have shown that the bacterial flagellum is not irreducibly complex. To the best of my knowledge, this is a gross overstatement. The arguments I have seen presented fall far short of developing a plausible explanation for how the flagellum could have evolved{3}. If a plausible argument coupled with experimental evidence exists, I am very interested in having my understanding updated. However, even if such evidence did exist, it would not demonstrate that the concept of irreducible complexity was false or that this unknown plausible path was the way the flagellum came onto the scene.

Argument: Intelligent Design can never be science because it is not falsifiable. You must have ways to prove a scientific theory is false in order for it to be a valid theory. Any observation that does not agree with the theory can be attributed to supernatural intervention.

Analysis: Arbitrary, inconsistent definition. Academics in the field of philosophy of science do not agree that the ability to falsify establishes a boundary on what is and is not science. Professor of philosophy and atheist Dr. Bradley Monton {4} pointed this out during the debate. He argued that we should not exclude a potentially valid hypothesis simply on the basis of a narrow definition of science. In addition, origins science cannot meet this standard. Proponents of neo-Darwinism have clearly demonstrated over the last few decades that it is not falsifiable either. Whenever the theory disagrees with the evidence, its proponents claim that natural selection found a way around the problem; we just don’t know what it is yet. As Richard Dawkins stated, “Evolution is more clever than we are.”

Hopefully, this summary will help you sort through the smokescreen of “conclusive” arguments offered up by the proponents of naturalistic Darwinism. Perhaps someday they will engage in a genuine discussion where both sides can state: 1) the reasons they believe their theory has merit and, 2) the observations that create problems for their theory. Such a discussion might actually prove helpful to someone trying to sort through the evidence to make an evidence-based faith decision.

Notes

1. Dr. Lawrence Krauss is the Foundation Professor in the School of Earth and Space Exploration and the Physics Department, Co-Director of the Cosmology Initiative, and Inaugural Director of the Origins Initiative at Arizona State University.

2. Dr. David Berlinski is a lecturer, essayist and a Senior Fellow of the Discovery Institute’s Center for the Renewal of Science and Culture. Dr. Berlinski received his Ph.D. in philosophy from Princeton University and was a postdoctoral fellow in mathematics and molecular biology at Columbia University.

3. Additional information from the Reference Guide to Redeeming Darwin available at RedeemingDarwin.com.

Example of Darwinist argument: Since design cannot be considered as an explanation, evolutionists maintain that complex structures like flagellum evolved slowly over time from less complex structures performing other functions in the cell. Kenneth Miller states: “At first glance, the existence of the type III secretory system (TTSS), a…device that allows bacteria to inject these toxins through the cell membranes of its unsuspecting hosts, would seem to have little to do with the flagellum. However, molecular studies of proteins in the TTSS have revealed a surprising fact—the proteins of the TTSS are directly homologous to the proteins in the basal portion of the bacterial flagellum…. The existence of the TTSS in a wide variety of bacteria demonstrates that a small portion of the “irreducibly complex” flagellum can indeed carry out an important biological function. Since such a function is clearly favored by natural selection, the contention that the flagellum must be fully assembled before any of its component parts can be useful is obviously incorrect. What this means is that the argument for intelligent design of the flagellum has failed.” Response to Darwinist argument: The flagellum is an excellent example of an irreducibly complex function in one of the simplest life forms. Different proteins and structures work together to create a swimming mechanism. This complex interaction cannot be adequately explained by evolutionary processes. Mutations creating only one piece of the flagellum in a life form without the other pieces would not create any value to be carried on to the subsequent generations. Miller’s statement that “the argument for intelligent design has failed” misses the point of irreducible complexity. The fact that one component of an irreducibly complex system may have another useful function does not remove the barrier that the irreducibly complex system requires the simultaneous appearance of multiple cooperating components to perform a function that has not been performed in that way before. In addition, William Dembski points out another problem with Miller’s argument:

The best current molecular evidence, however, points to the TTSS as evolving from the flagellum and not vice versa…. Miller has nothing more than the TTSS to point to as a possible evolutionary precursor. Behe and the ID community have therefore successfully shown that Darwinists don’t have a clue how the bacterial flagellum might have arisen.

4. Dr. Bradley Monton is a philosophy professor at the University of Colorado at Boulder. His areas of specialization include the Philosophy of Science (especially Philosophy of Physics), Probabilistic Epistemology, Philosophy of Time and Philosophy of Religion. Previously he was on the faculty of the University of Kentucky, an Assistant Professor at The American University of Beirut and a Teaching Assistant at Princeton University. He earned his Bachelor of Arts in Physics and Philosophy at Rice University and his Ph.D. in Philosophy from Princeton University.

© 2008 Probe Ministries

Texas, Textbooks and Evolution

Public school textbooks are big business in Texas. Texas is the second largest purchaser of textbooks behind California. Texas also employs an extensive review process which involves input from the public. Independent school districts in the state of Texas can purchase whatever textbooks they prefer. But if they want state assistance in the purchase of textbooks, they’d better pick those texts that are recommended by the State Board of Education.

Publishers know that whatever books Texas approves, other states will adopt as well. Therefore the decisions by the Texas State Board of Education regarding textbooks influence what many students across the country will be reading over the next few years. Publishers pay very close attention to what goes on in Texas.

Evolution has been a contentious issue before the State Board for decades. A few years ago, they passed a resolution that said textbooks were to be free from factual errors and that the information in the texts should allow students to “analyze, review, and critique scientific explanations, including scientific hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.”

This certainly sounds scientific and fair. I mean, who doesn’t want both sides of scientific controversies presented? Any “scientist to be” needs to be able to analyze, review, and critique scientific explanations. Scientists rarely want to just take someone’s word for something. Scientists tend to be skeptical in nature. That’s a good thing. Students ought to be encouraged and trained to think this way.

That is, they ought to be trained to think this way about everything in science, except evolution. Evolution has become the unassailable myth of modern science. No dissension allowed. No controversies accepted. No challenges tolerated. Evolution is a fact and anybody who doesn’t think so is ignorant, dishonest, or religiously motivated.

But for some reason, skepticism about evolution and Darwinian evolution in particular just won’t go away. The dissenters are also growing in number and levels of education. So when the Texas State Board of Education announced its two public hearings in the summer of 2003, the battle lines were clearly drawn. Skeptics of Darwinism came loaded with careful examinations of the textbooks up for adoption, pointing out inaccuracies, falsehoods, and skimmed-over controversies. No one came to include creation or intelligent design into the textbooks.

Defenders of evolution came loaded with little else besides crude attempts to discredit their critics and scary words of warning about attempts to get religion into the science textbooks.

What’s Wrong with the Textbooks As They Are?

If you have occasion to pick up a high school biology textbook, you quickly realize that the process of writing it must be a daunting task. The amount of detailed information they contain today over a wide range of biological phenomena is truly staggering.

The reality that they contain errors or out of date material can be easily understood. You would think that authors and publishers would welcome those who spot these problem areas and take the time and effort to point them out. For the most part this is indeed the case. Except when the errors concern the presentation of evolutionary theory. Pointing out factual errors, exaggerated claims or poor logic in the presentation of evolution suddenly becomes suspect. One’s motives should be questioned. Evolution is a fact, after all, and surely no one thinks that evolution as presented in textbooks should be altered in any way.

I’m being facetious, of course. Evolution should be open to scrutiny as much as any other area of biology, but it isn’t. Some mistakes in biology textbooks have persisted for decades, despite efforts to point them out and seek their removal or correction.

A classic example involves the Miller-Urey experiment. In 1953, Harold Urey and Stanley Miller published the results of an experiment that was meant to simulate the production of biochemicals necessary for life from gasses that were thought to be in earth’s early atmosphere. Among a host of meaningless organic compounds, Miller and Urey found a few amino acids, the building blocks of proteins.

The experiment caused quite a sensation and launched the origin of life field with a bang. Over the years, however, numerous problems showed up that invalidated the experiment. Chief among these problems was the determination that the atmosphere they used–ammonia, methane, water vapor, and hydrogen gasses–did not represent the early atmosphere. These hydrogen rich gasses were replaced with carbon dioxide, carbon monoxide, nitrogen, and water vapor. When these gasses are used, the experiment is a dismal failure. Trace amounts of the simplest amino acid, glycine, sometimes appears, but not enough to get excited about.

All this has been known since the late 70s. But over thirty years later, textbooks represent the Miller/Urey experiment as if it still represents a realistic simulation. Why? Because it’s the only experiment that works. And there needs to be a naturalistic story of where life could have come from.

Other problems remain in the infamous and fraudulent embryo drawings of Ernst Haeckel, the newly discovered problems with the peppered moth story, the startling evolutionary problem of the Cambrian explosion, and many others. Some of evolutionists’ most cherished examples of evolutionary principles have fallen on hard times.

A Public Hearing in Texas in July 2003

The Texas State Board of Education is a powerful group of people. Every six years they evaluate textbooks for use in the Texas public schools, and many private schools and public schools from other states follow their lead. Part of the reason for this is the extensive review process the board employs.

Not only do the fifteen elected Board members review the texts, but a committee of educators from the Texas Education Agency also reviews them, and the public is invited to state its opinions as well. The Board reviews textbooks every year but they cycle through several categories every six years. The year 2003 was the year for biology textbooks.

I attended the first public hearing on July 9th in Austin, Texas. Citizens of Texas who wish to testify need to sign up about two weeks prior to the hearing. Each testifier is allotted three minutes, which is closely timed, and then a few board members may ask a few questions.

Three minutes isn’t very long. It’s about the length of one of our daily radio programs. So whatever you need to say, you’d better say it concisely and quickly. I briefly presented my scientific credentials and addressed problems with the Miller-Urey experiment, the Cambrian explosion, and the mutation/natural selection mechanism of evolution.

I kept my remarks strictly along factual lines and discussed the evidence, with no mention of a Creator or Intelligent Design. But before the meeting even started I knew I was in for a long afternoon. At noon, one hour before the meeting, a group from The National Center for Science Education (NCSE) gave a press conference warning the media to expect another attempt from pseudo-scientists to try to include creationism into the textbooks.

Actually of the forty or so people signed-up to testify, only three of us were there to criticize evolution and no one was there to argue for creation. In the minutes before the meeting there was suddenly a horde of media looking for me and asking for interviews. Thanks to the NCSE I was provided with opportunities for nearly a dozen interviews, mostly TV. I was able to explain our side of the story and correct the NCSE’s distorted paranoia.

The defenders of evolution came to say that evolution ought to be left alone: don’t cave in to the pressure! But who was exerting the pressure? There were only three of us and over thirty of them. We came with scientific criticisms. They offered little else besides blatant misrepresentations and character assassinations.{1} These testimonies primarily set the stage for the September hearing.

A Second Public Hearing in September 2003

A major player in the entire hearing process was the Discovery Institute (www.discovery.org), a public policy institute out of Seattle, Washington. Discovery sponsors a Center for Science and Culture that provides limited funding for skeptics of Darwinism and proponents of Intelligent Design. I have received two limited fellowships from Discovery to help write a new edition of my book with Lane Lester, The Natural Limits to Biological Change. It was Discovery that contacted me about possibly testifying at the July 9th hearing.

Because of the intense media coverage of that hearing, the folks at Discovery spent a great deal of time addressing the media, correcting their errors and explaining the real story. As the September 10th hearing approached, Discovery sent out press releases and sent a team to Texas to hold press conferences and potentially testify before the State Board of Education.

Because of all the media attention, that ranks of testifiers swelled to unmanageable portions. Over 150 people signed up to testify and they all expected their three minutes. You do the math! This was going to be a long meeting. Most of those associated with the Discovery Institute and a Texas-based organization, Texans for Better Science Education (www.strengthsandweaknesses.org), gained the early testimony slots when the board members were most alert. The meeting dragged on until 1 a.m., a full twelve hours.

Once again, those of us criticizing the textbooks came prepared with specific criticisms of the textbooks and the other side simply wanted to say that we had no place at the table of discussion and should be ignored because we are pseudo-scientists and religious fundamentalists.

Most distressing of all was a pastor from a large Southern Baptist Church in Austin who came to tell the Board that evolution was of science and creation was of Genesis and faith and that the two had nothing to do with each other. He went on to add that he and everyone else knew that the dissenters from evolution were only there to protect their religious beliefs. He received a thunderous round of applause from the theistic evolutionists, agnostics and a theists in the crowd.

How sad that this brother in Christ was so deceived and even pretended to know why I was really there, having never spoken to me, nor had we even ever met. This broke my heart, as did other pastors who came to help but only showed their lack of knowledge about evolution and ended up hurting more than they helped.

While many evolutionists embarrassed themselves by exhibiting a childish paranoia, so did many Christians who just really didn’t understand the issues. I’d love to do a Probe Ministries Mind Games Conference in all these churches–they need it.

Was Anything Accomplished?

There was heavy media interest from July through early November when the Texas State Board of Education made their final decision. Special interests from both evolutionists and those dissenting from evolution were involved.

Those who wanted to strictly follow Texas guidelines to teach evolution, but remove factual errors and include both strengths and weaknesses of evolution hoped to vote on each textbook individually. But the more liberal majority decided to vote on adopting the Texas Education Agency’s recommendation to approve all eleven textbooks. This motion passed by a vote of 11-4. Only two textbooks had made sufficient changes to be judged “conforming.”{2} The other nine would have been judged “non-conforming,” which would have still made them eligible to be purchased with state funds. Only a book judged “rejected” would not be purchased by the state.

This was a small setback. But some significant changes were made. The fraudulent Haeckel drawings of vertebrate embryos, suggesting far more evidence for evolution than actually exists, have been virtually removed entirely. The fraud has been known for over 100 years. Two textbooks (Holt and Glencoe) have now inserted acknowledgments that the Miller-Urey origin of life experiment was based on ideas about the earth’s early atmosphere no longer accepted by scientists. Another textbook has qualified an earlier claim made about evolutionary intermediates. The original textbook claimed that “since Darwin’s time, many of these intermediates have been found.” The revised text now reads: “Since Darwin’s time, some of these intermediates have been found, while others have not.” {3}

The journal Science matter-of-factly reported, “In response, some textbook publishers made minor changes, including replacing embryo drawings with photos and dropping the term ‘gill slits.’ One also eliminated the assertion that Darwin’s theory is the ‘essence of biology.’”{4}

While many of these changes are small, the public perception of the debate seems to be changing as evidenced by this statement from a Dallas Morning News editorial from November 5th:

“This ought to be easy; science is supposed to deal solely in facts. But the teaching of evolution is so entangled with politics that warring factions can’t even agree on the facts. (What did the flawed Miller-Urey “origin of life” experiment prove, if anything, for example?) This is an injustice to the people of the state, who have a right to expect their children’s biology textbooks to be a straightforward presentation of the most up-to-date scientific information, facts not privileged from a religious or anti-religious perspective.”

Other errors and problems still remain.{5} But this has been a good start.

Notes

 

1. Sample testifier statements:

• Steven Schafersman, President of Texas Citizens for Science: “I am aware that the Discovery Institute, a creationist organization out of Seattle, Washington, has become involved in the Texas education process just as they did recently in Kansas and Ohio. They have prepared written testimony about the books submitted here and apparently deputized a member of a Texas creationist organization, Probe Ministries, to speak on their behalf.” (Hey, that’s me!)
• Ms. Amanda Walker: “So what we are really doing here is talking about using the political process to override the science process to suit creationists whose theories can’t stand up in the global scientific community”
• Dr. David Hillis, Professor of Biology, UT Austin: “The objections to evolution in textbooks that you have heard are not about science or facts. They are about pushing a religious and political agenda.”
• Ms. Kelly Wagner: “If you consider at all adding intelligent design to any of these textbooks, I would like you, again, this is a very, very personal question. I would like you to think, am I furthering medical research? Or am I contributing to Kelly Wagner’s early death?” Ms. Wagner felt that “weakening” evolution in the high school biology textbooks would compromise medical research and therefore that research on her heart condition could be compromised.

2. Most likely these would have been the Holt Biology book and the Glencoe Biology book, both of which made numerous constructive changes.

3. Holt Biology, p. 283

4. Constance Holden, “Texas resolves war over biology texts,” Science Vol. 302(Nov.14, 2003):1130.

5. Use this website from Discovery for full report on the Texas debate. http://www.discovery.org/csc/texas/.

©2003 Probe Ministries