Summers Seminars: A MUST if You’re Considering a Science Career; Applications Due April 1

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One student said he was shocked to find that the academic quality was greater than that of many of his college courses and yet it cost him nothing. Source
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Khan Academy Misleads with Human-Chimp Genetic Similarity Argument for Common Ancestry

biology, cats, chimps, common design, DNA, DNA polymerases, DNAPs, embryos, Emily Reeves, Evolution, evolutionary transitions, fossil record, genes, genomes, homology, horses, humans, Icons of Evolution, Jonathan Wells, Khan Academy, Life Sciences, orphan genes, Paul Nelson, phylogenetic trees, proteins, Richard Dawkins, students, teachers, Theodosius Dobzhansky, Tree of Life, Zombie Science
The video compares humans and chimps, saying the latter’s behaviors and facial expressions are “eerily human.” I could say the same thing about my cat. Source
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Excerpt: Letter to the Journal of Chemical Education

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Unlike philosophy journals — or high school newspapers — many science journals are unwilling to publish responses by people attacked in their pages. Source
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To Avoid Debate, Darwinists at the AAAS Would Even Censor…Darwin

Adam Sedgwick, American Association for the Advancement of Science, Biological Sciences section, business meeting, Cambridge University, Charles Darwin, David Burgess, Evolution, free speech, Harvard University, Herman Bouma, Karl Nageli, Louis Agassiz, National Science Teaching Association, natural selection, neo-Darwinian evolution, pedagogy, professors, students, teachers, The Origin of Species, Vicki Chandler
A modest proposal to teach evolution the way Darwin treated his own theory has “no support” from one of the world’s most powerful scientific organizations. Source
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Reeves: Getting Intelligent Design Wrong, and Getting It Right

Center for Science & Culture, critics, Dallas Conference on Science & Faith, Daniel Reeves, detective, Discovery Institute, Education, forensics, ID The Future, Intelligent Design, Podcast, straw man, students
On a new episode of ID the Future, Discovery Institute education outreach associate Daniel Reeves illustrates how ID opponents commonly erect mindless straw men versions of the theory of intelligent design, as if by refuting a false version they’ve done any damage to the real thing. Then, in this middle portion of a talk he gave to students at the 2020 Dallas Science and Faith Conference, he explains what ID really is — it’s not unlike detective work — and the central question ID seeks to answer. Download the podcast or listen to it here. Photo credit: BikerNormand from Morsan, France [CC BY-SA 2.0], via Wikimedia Commons. The post Reeves: Getting Intelligent Design Wrong, and Getting It Right appeared first on Evolution News.
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Harvard Law Professor — Ban Homeschooling for “Question[ing] Science”

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Ban it for other reasons as well, says Professor Elizabeth Bartholet in a stunning article for Harvard Magazine. That’s right, the only form of education in the country that hasn’t been upended by the coronavirus. Well, that is a poorly timed proposal. Bartholet warns that homeschoolers are subject to child abuse, and are poorly prepared to participate in a democracy, having been oppressed by “essentially authoritarian control” by parents who are potential illiterates themselves. As depicted by Bartholet, homeschooling sounds little better than being in fundamentalist Christian prison. In fact, the illustration that goes with the article shows a girl behind bars in a house fashioned from books, on Reading, Writing, Arithmetic, and the Bible. The article, by Erin O’Donnell, attacks a homeschooling group, while (as Rod Dreher points out)…
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Bring “Visible Thinking” to Evolution Education

academic freedom, analysis, butcher paper, Center for Science & Culture, chalk talk, Discovery Institute, Education, elementary school, evaluation, Evolution, evolution education, Harvard University, Jay Labov, Jo Boaler, Karin Brodie, Karin Morrison, Making Thinking Visible, Mark Church, Project Zero, public schools, Ron Ritchart, scientific inquiry, students, U.S. National Academy of Sciences, visible thinking
Lately, I’ve been reading the book Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners, by Ron Ritchart, Mark Church, and Karin Morrison. It’s a tour de force, a practical handbook for fostering critical thinking in the classroom. This work reminds me strongly of the Center for Science & Culture’s emphasis on analysis, evaluation, and examining the evidence in public school evolution education. Project Zero Making Thinking Visible is connected to Project Zero, a research center in Harvard’s School of Education. The phrase “visible thinking” refers to helping students to see and understand their own thinking processes as they explore subjects. The authors identify several kinds of thinking (pp. 11, 13, 14): Observing closely and describing what’s there Building explanations and interpretations Reasoning with evidence Making…
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