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lördag 2 januari 2010
Uppdaterat litteraturlistan med But is it Science av Robert T. Pennock och Michael Ruse
The emotionally charged debate pitting creationism against evolution has been swirling since the publication of Charles Darwin's Origins of Species in 1859. The primary locus of controversy in the United States has been the courts, which have stepped in repeatedly to rule on the constitutionality of laws and policies regarding how each may be taught in the public schools. In 1981 the US Supreme Court ruled in McLean v. Arkansas that so-called creation science was not science but religion and therefore should not the taught in public schools. But proponents of this theory did not accept defeat, and creationism was resurrected almost immediately in the form of intelligent design (ID), which claimed to be a new and truly scientific view. But on December 20, 2005, a US district court in Harrisburg, Pennsylvania, ruled in Kitzmiller et al. v. Dover Area School Board that ID is "creationism relabeled" and does not belong in science classes. In each case a central issue dealt with philosophy of science, namely, whether creationism could qualify as real science. This fully updated anthology will inform readers about the history of the debate and bring philosophical clarity to the complex arguments on both sides. The editors, both whom served as expert witnesses in these high-profile cases (Ruse in McLean and Pennock in Kitzmiller), begin by chronicling the intense discussion that surrounded the publication of Darwin's famous work regarding its status as science. They move on to articles that continue this discussion as it relates to modern evolutionary theory. The second major section discusses creation science, focusing on the philosophical questions arising from the McLean case. In the final section, the philosophical distinction between religion and science is brought up to date as it is resolved with respect to ID in the Kitzmiller case. This captivating overview of one of America's most hotly contested social issues show the vital role philosophy plays in laying bare the best competing arguments in an effort to reach objective decisions affecting education and interpretations of science and religion.
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[ID] is not a scientific argument at all, but a religious one. It might be worth discussing in a class on the history of ideas, in a philosophy class on popular logical fallacies, or in a comparative religion class on origin myths from around the world. But it no more belongs in a biology class than alchemy belongs in a chemistry class, phlogiston in a physics class or the stork theory in a sex education class. In those cases, the demand for equal time for 'both theories' would be ludicrous. Similarly, in a class on 20th-century European history, who would demand equal time for the theory that the Holocaust never happened?Richard Dawkins
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Evolutionsteori.se drivs av Anders Hesselbom och Johan Karlsson
