Jonathan Wells knows nothing about development, part II

Yesterday, I pointed out that Jonathan Wells was grossly ignorant of basic ideas in evo-devo. This isn’t too surprising; he’s a creationist, he has an agenda to destroy evolutionary biology, and he’s going to rail against evolution…same ol’, same ol’. That’s nothing, though. Wells and his fellows at the Discovery Institute have an even more radical goal of fighting natural, material explanations of many other phenomena, and his latest screed at the DI house organ is against natural explanations of development. Not evolution, not evo-devo, just plain basic developmental biology—apparently, he wants to imply that the development of the embryo requires the intervention of a Designer, or as he refers to that busy being in this essay, a postmaster.

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The Kiss

It’s embarrassing enough that all the Minnesota blogs are snorting in disgust at Michele Bachmann’s kiss, but now those foreign, non-Minnesotan sites are making a big foofaraw, too.

Yes, we confess: Minnesota’s sixth district elected a dumb-as-rocks, simpering, fundagelical Bush sycophant to congress, one who would enthusiastically slobber all over the president on national television.

However, in our favor, we did not re-elect Mark Kennedy to the senate. He was such an outrageous bootlicking Bush toady, we might have witnessed some hot and explicit flunky-on-prez action instead…consider yourself lucky.

Jonathan Wells knows nothing about development, part I

If one were asked who the very worst advocate for Intelligent Design creationism was, it would be a difficult decision—there are so many choices! Should we go back to first principles and pick PJ Johnson, the cunning lawyer who has the goal of undermining all of science? Smarmy and obtuse Sal Cordova? Pompous and vacuous William Dembski? I’m afraid my personal most loathed ID creationist has got to be Jonathan Wells.

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Do-it-yourself biotech

When I was a wee young lad, I remember making crystal radios and small-scale explosives for fun. The new generation can do something even cooler now, though: how about isolating your very own stem cells, using relatively simple equipment. It’s fun, easy, and educational!

Step 3, “get a placenta”, does rather gloss over some of the practical difficulties, though, and does require planning about 9 months ahead.

Save the Doushantuo embryos!

I reported a while back that there was a possibility that the phosphatized pre-Cambrian Doushantuo specimens might not be embryos—they might be a particular class of bacteria—but there may be evidence against that hypothesis. John Lynch finds a description of more advanced embryos, intermediate stages that would link at least some of the blastulae described so far to unambiguous multicellular organisms.

More education is always a wonderful idea

Some might be surprised to hear that I’m actually in favor of this change in the British school standards:

Teenagers will be asked to debate intelligent design (ID) in their religious education classes and read texts by evolutionary biologist Richard Dawkins under new government guidelines.

In a move that is likely to spark controversy, the Qualifications and Curriculum Authority has for the first time recommended that pupils be taught about atheism and creationism in RE classes.

The all-important qualifying phrase is “in their religious education classes“. It’s not science, so I’ll always oppose the inclusion of ID in the science curriculum, but I think that exposure to religious beliefs in a critical and secular context is a very good idea. That they’ll also discuss atheism is a significant bonus.

I also wouldn’t mind if the US schools included a comparative religion requirement — as long as a comparative perspective were actually enforced, and they weren’t used to indoctrinate kids into specific faiths.

Here’s a short summary of the new standards:

Pupils will be expected to understand terms such as creation, God as creator of the universe, intelligent design, the Big Bang theory, the sacred story and purposeful design, as well as words that are specific to a religion, such as Bible, Rig Veda, and Qur’an.

The new guidelines for key stage 3 (11 to 14-year-olds), published yesterday, say: “This unit focuses on creation and origins of the universe and human life and the relationship between religion and science. It aims to deepen pupils’ awareness of ultimate questions through argument, discussion, debate and reflection and enable them to learn from a variety of ideas of religious traditions and other world views.

“It explores Christianity, Hinduism and Islam and also considers the perspective of those who do not believe there is a god (atheists). It considers beliefs and concepts related to authority, religion and science as well as expressions of spirituality.”

There would be an epidemic of Head-Asplodey Syndrome if such a course were taught in US schools, I fear.