About SAGES -1: The genesis of the program

As might be expected, some people at Case are all of atwitter about the snide op-ed in a newspaper supposedly called the New York Times by someone supposedly called Stephen Budiansky. (Note to novice writers hoping to develop their snide skills: Putting words like ‘supposedly’ in front of an easily discernible fact is a weak attempt at sarcasm, by insinuating that something is sneaky when no cause for suspicion exists. Like the way Budiansky says “SAGES (this supposedly stands for Seminar Approach to General Education and Scholarship)” when he has to know this for a fact since he says he has been reading the SAGES website.)

But my point here is not to point out the shallowness of Budiansky’s article and make fun of it, although it is a good example of the kind of writing that uses selective quotes and data to support a questionable thesis, and uses a snippy tone to hide its lack of meaningful content. My purpose here is to articulate why I think SAGES has been the best educational idea that I have been associated with in all my years in education in many different institutions. It is clear to me that many people, even those at Case, have not quite understood what went into it and why it is such an important innovation, and this essay seeks to explain it.

I have been involved with SAGES from its inception in the summer of 2002 when I was appointed to the task force by then College of Arts and Sciences Dean Sam Savin, to investigate how to improve the college’s general education requirements (GER). American colleges have these kinds of requirements in order to ensure that students have breadth of knowledge, outside their chosen majors. Case’s GER were fairly standard in that they required students to select a distribution of courses from a menu classified under different headings, such as Global and Cultural Diversity.

While better than nothing, the task force felt that these kinds of requirements did not have any cohesive rationale, and result in students just picking courses so that they can check off the appropriate boxes. The task force wondered how we could make the distribution requirements more meaningful and part of a coherent educational philosophy. In the process of studying this question, we learned of other problems that were long standing but just lurking beneath our consciousness. Almost all these problems are endemic to many universities, not just Case.

One of these was that students entering Case tended to come in with a sense of identity that was identified with a specific program rather that the school as a whole. They saw themselves primarily as engineering students or nursing students or arts students and so on, rather than as Case students. This fragmented identity was aided by the fact that in the first year they had no common experience that transcended these disciplinary boundaries. So we wondered what we could do to help create a sense of oneness among the student body, a sense of overall belonging.

Another problem we identified was that it was quite possible, even likely, for a first year student to spend the entire year in large lecture classes where they were largely passive recipients of lectures. This could result in students feeling quite anonymous and alone, and since this was also their first year away from home, it was not felt to be a good introduction to college life, let along for the emotional and intellectual health of the student. Furthermore, we know that first impressions can be very formative. When college students spend their first year passively listening in class, we feared that this might become their understanding of their role in the university, and that it would become harder to transform them into the active engagement mode that was necessary when they got into the smaller upper division classes in their majors.

Another problem was that students at Case did not seem to fully appreciate the knowledge creation role that is peculiar to the research function of universities. While they had chosen to attend a research university, many did not seem to know what exactly constituted research, how it was done, and its value.

Another thing that surprised us was when even some seniors told us that there was not a single faculty member they had encountered during their years at Case whom they felt that they knew well, in the sense that if they walked into that faculty member’s office that he or she would know the student’s name and something about them. We felt that this was a serious deficiency, because faculty-student interactions in and out of the class should play an important role in a student’s college experience. We felt that it was a serious indictment of the culture of the university that a student could spend four years here and not know even one faculty member well.

Another very serious problem that was identified was that many students were graduating with poor writing and presentation skills. The existing writing requirement was being met by a stand-alone English course that students took in their first year. Students in general (not just at Case) tend to dislike these stand-alone ‘skills’ courses and one can understand why. They are not related to any of the ‘academic’ courses and are thus considered inferior, merely an extra hoop to be jumped through. The writing exercises are necessarily de-contextualized since they are not organically related to any course of study. Students tend to treat such courses as irritants, which makes the teaching of such courses unpleasant as well. But what was worse was that it is clear that a one-shot writing course cannot produce the kinds of improvement in writing skills that are desired.

Furthermore, some tentative internal research seemed to suggest that the one quality that universities seek above all to develop in their students, the level of ‘critical thinking’ (however that vague term is defined), was not only not being enhanced by the four years spent here, there were alarming hints that it was actually decreasing.

And finally the quality of first year advising that the students received was highly variable. While some advisors were conscientious about their role and tried hard to get to know their students, others hardly ever met them, except for the minute or two it took to sign their course registration slips. Even the conscientious advisors found it hard to get to know students on the basis of a very few brief meetings. This was unsatisfactory because in addition to helping students select courses, the advisor is also the first mentor a student has and should be able to help the student navigate through the university and develop a broader and deeper perspective on education and learning and life. This was unlikely to happen unless the student and advisor got to know each other better.

Out of all these concerns, SAGES was born, and it sought to address all these concerns, by providing a comprehensive and cohesive framework that, one way or another, addressed all the above issues.

The task force decided on a small-class seminar format early on because we saw that this would enable students to engage more, speak and write more, get more feedback from the instructor and fellow students, and thus develop crucially important speaking, writing and critical thinking skills.

Since good writing develops only with a lot of practice of writing and revising, we decided that one writing-intensive seminar was not enough. Furthermore, students need to like and value what they are writing if they are going to persevere in improving their writing. In order to achieve this it was felt that the writing should be embedded in courses that dealt with meaningful content that the students had some choice in selecting. So we decided that students should take a sequence of four writing intensive seminars consisting of a common First Seminar in their first semester, and a sequence of three thematic seminars, one in each subsequent semester, thus covering the first two years of college.

The need for a common experience for all students was met by having the First Seminar be based on a common theme (which we chose to be on The Life of the Mind), with at least some readings and out-of-class programs experienced in common by all first year students. The idea was that this would provide students with intellectual fodder to talk about amongst themselves in their dorms and dining halls and other social settings, irrespective of what majors they were considering or who they happened to be sitting next to. The common book reading program for incoming students was initiated independently of SAGES but fitted naturally into this framework. The First Seminar was also was designed to get students familiar with academic ways of thinking, provide an introduction to what a research university does and why, and provide opportunities for them to access the rich variety of cultural resources that surround the university.

The decision that the First Seminar instructor also serve as the first year advisor was suggested so that the advisor and student would get to know each other well over the course of that first semester and thus enable the kind of stronger relationship that makes mentoring more meaningful

The University Seminars that followed the First Seminar were grouped under three categories (the Natural World, the Social World, and the Symbolic World) and students were required to select one from each category for the next three semesters. Each of these areas of knowledge has a different culture, investigate different types of questions, use different rules for evidence and how to use that evidence in arriving at conclusions, have different ways of constructing knowledge, and develop different modes of thinking and expression. These seminars would be designed around topics selected by the instructor and designed to help students understand better the way that practitioners in those worlds view knowledge.

By taking one from each group based on their own interests, it was hoped that students would learn how to navigate the different academic waters that they encounter while at college. Taken together, we hoped they would complement each other and provide students with a global perspective on the nature of academic discourse.

In order to prevent the risk of content overload that eventually engulfs many university courses, it was decided that the University Seminars would have no pre-requisites and also could not serve as pre-requisites for other courses, thus freeing instructors from the oft-complained problem of feeling burdened to ‘cover’ a fixed body of material and thus cutting off student participation. Now they were free to explore any question to any depth they wished.

For example, in my own SAGES course The Evolution of Scientific Ideas (part of the Natural World sequence) we explore the following major questions: What is science and can we distinguish it from non-science? What is the process that causes new scientific theories to replace the old? In the process of investigating these questions, I hope that students get a better understanding of how scientists see the world and interact with it. And I do not feel pressure to cover any specific scientific revolution. I can freely change things from year to year depending on the interests of the students.

A senior capstone experience was added to provide students with an opportunity to have a culminating activity and work on a project of their own choosing that would enable them to showcase the investigative, critical thinking, speaking, and writing skills developed over their years at Case.

Next in this series: Implementation issues

POST SCRIPT: Talk on Monday about Abu Ghraib and Guantanamo

On Monday, May 1 at 4:00pm in Strosacker Auditorium, Janis Karpinski, who was a Brigadier General and commanding officer of the Abu Ghraib prison when the prisoner torture and abuse scandal erupted and who feels that she was made a scapegoat for that atrocity and demoted, and James Yee who was U.S. Army Muslim Chaplin at Guantanamo, was arrested for spying and later cleared, will both be speaking.

It should be interesting to hear their sides of the story.

The talk is free and open to the public. More details can be found here.

Dover’s dominoes-6: Religion in schools

(See part 1, part 2, part 3, part 4, part 5.)

Contrary to what Bill O’Reilly and other hysterical people allege, there is no ‘war on Christianity’ or ‘war on Christians’ in the US. To say so is to just be silly and to disqualify yourself from being taken seriously. Nor is there is a blanket ban on teaching about god and religion in public schools. The latter assertion is based on a common misunderstanding about the US constitution and it is worth exploring. The relevant question is how you teach about god and religion and for what purposes. (Usual disclaimer whenever I am discussing the implications of rulings by the courts: I am not a lawyer but would love to play one on TV.)

The issue of whether religious beliefs can be taught in public schools is governed by the establishment clause of the First Amendment (which I have discussed before here) which states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

A key interpretation of this clause was provided in 1947 by Justice Hugo Black in the case of Everson v. Board of Education (330 U.S. 1, 15-16 (1947) where he wrote: “The “establishment of religion” clause of the First Amendment means at least this: Neither a state nor the Federal Government can set up a church. Neither can pass laws which aid one religion, aid all religions, or prefer one religion over another.”

This was further clarified in Epperson vs. Arkansas 393 US 97 (1968) which said that the “First Amendment mandates government neutrality between religion and religion, and between religion and nonreligion.” (Kitzmiller, p. 91)

This was further clarified in 1971 in the case Lemon v. Kurtzman (403 U.S. 602, 612-613 (1971)) which said that to pass constitutional muster, a law must pass all three of the following tests:

First, the statute must have a secular legislative purpose;

Second, its principal or primary effect must be one that neither advances nor inhibits religion;

Finally, the statute must not foster “an excessive government entanglement with religion.”

In the Dover case, both sides agreed that only the first two prongs were relevant to that issue. The first prong of the Lemon test explains why IDC proponents are so anxious to have their beliefs accepted as part of science. If that can be achieved, then they can meet the first prong, since the teaching of science in a science class clearly has a secular purpose. Hence Judge Jones’ conclusion that IDC is not science must be seen as a serious blow to their ambitions.

Judge Jones also invoked another US Supreme Court precedent (County of Allegheny v. ACLU (1989)) which said that “School sponsorship of a religious message is impermissible because it sends the ancillary message to members of the audience who are nonadherents ‘that they are outsiders, not full members of the political community, and an accompanying message to adherents that they are insiders, favored members of the political community.'”

This is another reason why a secular public sphere is to be preferred. (See here for an earlier discussion of this issue.) If you have a public sphere (in schools or elsewhere) in which one particular religious view is favored or endorsed, then it sends a message that others who are not of this particular religious persuasion are not full members. The Allegheny case resulted in the following ‘endorsement test’ that could be applied to any laws. It says that there is a “prohibition against government endorsement of religion” and that it “preclude[s] government from conveying or attempting to convey a message that religion or a particular religious belief is favored or preferred.” (Kitzmiller, p. 15)

As Judge Jones pointed out (p. 46) all these precedents imply that “[T]he Establishment Clause forbids not just the explicit teaching of religion, but any governmental action that endorses or has the primary purpose or effect of advancing religion.”

There would be no problem under these guidelines (as I read the law) about a philosophy course that examined, in a neutral way, the religious beliefs of people. There would be no problem in discussing in a history or social studies course the role that Christianity played in the American political process or the role that Islam played in the development of the middle east. In fact, it would be hard to keep religion out and teach those topics in a meaningful way.

A problem only arises if you use a course to promote religion in general or a specific religious point of view. Now we see more clearly why the El Tejon policies were problematic. It is not how a course is labeled (whether science or philosophy) that is at issue, it is how the course is taught. The El Tejon course was explicitly advocating a particular religious point of view, that of young Earth creationism. And the people at the Discovery Institute (rightly I think) saw that this would be easily ruled unconstitutional. And since the course dragged in IDC ideas as well, a negative ruling on this case would be interpreted as meaning that IDC ideas should not be allowed even in philosophy classes, which would be a huge public relations setback for them.

This is why they must have breathed a huge sigh of relief when the El Tejon school board decided to cancel the course.

Next in this series: Another domino falls in Ohio

POST SCRIPT: First amendment freedoms and the Simpsons

A survey of 1,000 Americans has found that just one in 1,000 people could name all five freedoms guaranteed by the First Amendment (religion, speech, press, assembly, petition the Government for redress of grievances.) while 22% of Americans could name all five Simpson characters.

I am shocked by this result. The Simpsons have been on TV for 17 years. Surely more than 22% should be able to name all five characters?

Bush, language, and ideas

The professor of English came into the classroom and gave the assembled students an essay and asked them to critique it. The students went at it with gusto, gleefully pointing out the many grammatical errors, the poor choice of words, the terrible syntax, the non sequiturs, the poor construction of the argument, the awkward metaphors, the lack of attributions and citations, and so on. They were unanimous in concluding that it was an extremely poor piece of writing.

When they were done, the professor quietly told them that he was the author of the piece. The students were stunned into embarrassed silence by this revelation. They sank even further into their seats as the professor said that he had worked long and hard over many days at writing it.

The professor finally said: “The reason it took me so long to write this was that it was really difficult for me to incorporate into it all the errors that you pointed out. What amazes me is that all of you seem to so easily write this way all the time!”

I was reminded of this old joke when George Bush recently made a statement defending Donald Rumsfeld against calls for his resignation as Secretary of Defense. Bush said: “I hear the voices, and I read the front page, and I know the speculation. But I’m the decider. And I decide what is best. And what’s best is for Don Rumsfeld to remain as secretary of defense.”

This was the latest in the never-ending stream of Bushisms (see here and here for regularly updated lists) which have been the source of much amusement and parody. For example, watch this Daily Show clip about the exploits of the comic book superhero The Decider and listen to this clever parody based on the Beatles’ song I am the walrus, which has the lyrics:

I am me and Rummy’s he, Iraq is free and we are all together

See the world run when Dick shoots his gun, see how I lie

I’m lying. . .
Sitting on my own brain, waiting for the end of days

Corporation profits, Bloody oil money

I’m above the law and I’ll decide what’s right or wrong
I am the egg head, I’m the Commander, I’m the Decider

Koo-Koo-Kachoo. . .

While I am amused by these things, I must admit that I am also puzzled by Bush’s difficulties with language and his repeated run-ins with the English language.

The reason for my bemusement is that Bush is the product of a rich and well-educated family. His father was President, his grandfather was a senator from Connecticut and a trustee of Yale University. Bush himself was educated at expensive private prep schools, majored in history at Yale, and obtained an MBA at Harvard. All his life, he has presumably been surrounded by people who have been well educated and would not have routinely made the kinds of speaking mistakes he does. Even if he was not a good student and shrugged off his teachers and classes secure in the knowledge that his privileged background and connections would enable him to get ahead, surely the way that the people around him spoke would have rubbed off on him more than it seems to have done.

First some caveats. You do not need a high level of formal education to speak or write well. There are many, many people who left school early and yet have developed a command of language because they love words, read a lot, and care about what they say. It also goes without saying that you also do not need to come from a wealthy background in order to learn how to speak well. And, conversely, not being able to speak well does not mean that you have nothing important to say. Formally correct language and quality of content are not correlated.

No, the puzzle with Bush is how he could have sent his entire formative years surrounded by formally educated people who belonged to affluent society and would have spoken grammatically correct English, and yet still speak the way he does.

At one time, I thought that he was faking it. I thought that he deliberately cultivated this down-home, aw-shucks, country-boy language, swagger, and attitude as a political strategy to appeal to ‘regular’ voters and avoid revealing his elitist background. After all, recall that ‘rancher Bush’, the person who seems to be perpetually clearing brush in Texas, bought his Crawford ranch only in 2000 when he was running for president.

But now I am not so sure. As the anecdote that begins this essay points out, it is hard for someone who speaks and writes well to make the kinds of mistakes that not-so-literate people do. Writers like Mark Twain and William Faulkner and Charles Dickens took a lot of trouble to recreate the language of their uneducated characters to make them sound authentic. To be convincing at it requires a writer to have a good ear for language and to study closely the speech patterns of the people he is writing about. There is no indication whatsoever that George Bush is willing to put in the hard work that this would require, although he loves to talk about ‘hard work’ and what hard work it is to be president.

There is also something artless in his Bushisms that make them sound natural. Someone who was faking a lack of formal education would likely say more obvious things like “ain’t” and drop his g’s. Except for saying “nukular,” Bush’s Bushisms are quite original and have a genuine air of spontaneity, not the kinds of things that sound like they were planned ahead. Could a speechwriter have come up with something like “I hear the voices, and I read the front page, and I know the speculation. But I’m the decider.”? It is not crazy-wrong or stupid-wrong. Instead it sounds like something that a small child would say (like “gooder” instead of “better”) because children say things that they extrapolate from correct speech.

For another example, consider this quote when Bush was speaking to the press on May 30, 2005:

“It seemed like to me they based some of their decisions on the word of — and the allegations — by people who were held in detention, people who hate America, people that had been trained in some instances to disassemble — that means not tell the truth.”

The problem is not that he misspoke and used the word “disassemble” when he meant ‘dissemble.’ All of us makes slips like that and people who are always in the spotlight and being recorded, like he is, are bound to be caught doing so numerous times. The problem is that after using the wrong word, he proceeds to patronizingly explain to the listeners, like a smug child would, what the fairly common word he should have used means. If you listen to the audio (scroll down to May 31, 2005) of him speaking, you will hear him stretch the word ‘disassemble’ out, like he was proud of using it.

(Amusingly, I read that “dissemble” was Dictionary.com’s “Word of the Day” for May 30, 2005, the very day that Bush mangled it. Did he learn that word from that site that day, decide to take it out for a test drive, and crash? The fact that he gave the definition suggests that he had just learned a new word and assumed that it might be new to others too.)

So what could be the cause of all this? It could be that Bush has some kind of cognitive disability. It may be something that developed later in life because it seems to be getting worse with time. (Just yesterday I heard him on the radio pronounce the word ‘heinous’ as ‘heinious.’) I saw a video clip of him in a debate when he was running for governor of Texas and he was very articulate. I do not recall hearing that he was famous for Bushisms when he was younger.

This is not a trivial issue about verbal gaffes and slips. Inaccurate use of language can often signal a speaker’s desire to hide the truth, to dissemble. When we seek to deceive, it requires us to use words in ways that hide their meaning and we can end up saying idiotic things. Careless language can also be due to sloppy thinking, that ideas are churning around in the mind of the speaker in an incoherent mess, and the fractured speech reflects the fact that he is speaking before his mind has formulated the thought. Neither of these things is comforting when we are talking about someone who has the kind of power that Bush does, whose words matter, and can create the kind of misery and destruction that Bush can and has.

As George Orwell wrote in his classic essay Politics and the English Language:

Now, it is clear that the decline of a language must ultimately have political and economic causes: it is not due simply to the bad influence of this or that individual writer. But an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely. A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.

In this day and age, we cannot really afford to have political leaders who indulge their foolish thoughts.

POST SCRIPT: How the eye evolved

For a long time, it was argued that the eye was too complex, precise, and subtle to have evolved by natural selection. It was the prime example used by anti-evolutionists in the period soon after Darwin’s ideas were introduced.

(Kirk Cameron still invokes the eye as an example of design, though why he bothered to do so just after his friend’s dazzling revelation of the much more superbly, and clearly intelligently, designed banana is a mystery. See the Post Script to this post to understand what I am talking about.)

Evolutionists have countered this by pointing out how the eye might have evolved, the stages that it would have gone through along the way, and the fact that some organisms still exist that display these interim forms because further evolution was not necessary for them.

This video provides a nice step-by-step explanation of the evolutionary process, with visual aids, showing how each succeeding step provides additional benefits to the organism.

Dover’s dominoes-5: A Dover domino falls in California

(See part 1, part 2, part 3, part 4.)

The first domino to fall as a result of the Dover verdict was in California where a teacher had decided to create a new optional philosophy class that would promote IDC ideas. This decision was interesting because the people behind it had seemed to draw the lesson from the Dover ruling that while it was problematic to teach IDC ideas in science classes, that it was acceptable to teach it in philosophy courses. As the LA Times reports (link to original article no longer working):

At a special meeting of the El Tejon Unified School District on Jan. 1 [2006], at which the board approved the new course, “Philosophy of Design,” school Supt. John W. Wight said that he had consulted the school district’s attorneys and that they “had told him that as long as the course was called ‘philosophy,’ ” it could pass legal muster, according to the lawsuit.

The course description is revealing:

Philosophy of Intelligent Design: “This class will take a close look at evolution as a theory and will discuss the scientific, biological, and Biblical aspects that suggest why Darwin’s philosophy is not rock solid. This class will discuss Intelligent Design as an alternative response to evolution. Topics that will be covered are the age of the earth, a world wide flood, dinosaurs, pre-human fossils, dating methods, DNA, radioisotopes, and geological evidence. Physical and chemical evidence will be presented suggesting the earth is thousands of years old, not billions. The class will include lecture discussions, guest speakers, and videos. The class grade will be based on a position paper in which students will support or refute the theory of evolution.”

The biography of the teacher who proposed and would teach the course says that she has a B. A. Degree in Physical Education, Social Science, with emphasis in Sociology and Special Education. There is no mention of science or philosophy expertise. The reading list and guest speakers seemed to be weighted heavily towards young-Earth creationist ideas.

Some parents objected to this course and immediately filed suit to stop it. Once again, the Discovery Institute had a mixed response, reflecting the confusion in the IDC camp after the Dover verdict. On the one hand they cried foul, saying that those opposed to IDC were hypocritically moving the goals posts after their Dover victory:

Clearly, American’s United for Separation of Students from Science is singing a different tune now than they did last year during the Dover trial.

Then they wanted to outlaw mentioning intelligent design in science classes. Now they want to ban it from all classes.

Then, they said intelligent design was an okay topic for philosophy classes. Now, they claim intelligent design is not suited for any classes.

Then, the Rev. Barry Lynn, executive director of Americans United for Separation of Church and State, was saying specifically about intelligent design that: “when it comes to matters of religion and philosophy, they can be discussed objectively in public schools, but not in biology class.”

On the other hand, about the same time, the Discovery Institute itself made a presentation to the El Tejon school board urging that the course be dropped. They were obviously concerned that this school policy, like that of the Dover board, would be another clumsy attempt that would set back their careful strategy even further because this course mixed young earth creationism with IDC. As their attorney Casey Luskin said (echoing Johnny Cash’s Folsom Prison Blues):

There is a legal train coming at you and we can see it coming down the tracks. Unfortunately this course was not formulated properly in the beginning, and students were told it would promote young earth creationism as fact. Thus, the only remedy at this point to avoid creating a dangerous legal precedent is to simply cancel the course.
. . .
[I]f you do not cancel this course, and if you let this lawsuit go forward, you are going to lose and there will be a dangerous legal precedent set which could threaten the teaching of intelligent design on the national level. Such a decision would also threaten the scientific research of many scientists who support intelligent design.

Because of the young earth creationist history of this course, this course is not legally defensible and it should be cancelled.

The ‘legal train’ Luskin spoke of that bearing down on them was presumably powered by the locomotive of Judge Jones’ Dover decision, showing how seriously the people at the Discovery Institute viewed that result. On January 17, 2006, less than three weeks after the course was authorized, it was cancelled.

Luskin was concerned that by co-mingling young Earth creationism (which the Supreme Court had already ruled in 1987 was a religious belief) with IDC, the courts would again rule against the school board and that IDC would be dragged down along with creationism. Since the whole Discovery Institute strategy had been to carefully formulate IDC so as cleanse themselves of any creationist taint, they must have been tearing their hair out at the people of Dover and El Tejon, who were clumsily mixing the two up again. With friends like these, they definitely don’t need any enemies.

This is always the problem with such stealth strategies. They depend for success on the followers being given nods and winks that tell them not to take the words at face value, that they are merely codes. This works as long as you dealing with those already in the know, who understand how and why the game is being played this way, and who are willing to trust what you say. But there has always been some tension between the smooth-talking sophisticated IDC strategists and their more plain-spoken base, who were getting increasingly impatient with this careful avoidance of any mention of god. From the latter groups’ point of view, the US is a Christian country, god belongs everywhere, and if IDC is meant to get god back in the schools, then why not come right out and say so? What is the point of all this tap-dancing around the mention of god?

The El Tejon school board clearly thought they had a winning strategy by explicitly labeling theirs as a philosophy course. Furthermore it was optional. So on the surface, it seemed as if there should be no problem with it. After all, even the most die-hard evolution supporter and anti-IDC militant would concede that religious ideas might be perfectly appropriate for a philosophy, history, or social studies course. It would be hard for any teacher of those subjects to avoid discussing the influence of religion in the social and political histories of nations, and many do so all the time without any legal challenge.

The only people who might express some concern about the El Tejon plan might be philosophy and social studies teachers who might be worried that their curricula are being converted into dumping grounds for the pet causes of religious activists. But while they might find that annoying, that would not be a basis for rejection on legal or constitutional grounds.

So despite the links with creationism, why was the Discovery Institute so nervous about this course going forward and sought to have it cancelled? To understand this, one has to look at a long series of precedents set by the US Supreme Court on the question of the separation of church and state, especially as it pertains to education. Judge Jones in his Dover ruling traced the history of these rulings, which I will review in the next posting.

POST SCRIPT: Proof of Intelligent Design revealed!

Forget the bacterial flagella. Who knows what those are anyway? The proof of intelligent design has been right in front of us all the time, in the produce section of the grocery store no less, but we just did not realize it. Want to see why two evangelists refer to it as ‘the atheist’s nightmare’? Go here, drag the cursor to the 3:30 mark, watch until the 4:36 mark, and the proof will be revealed. Oh, I’ve been so blind. (Thanks to Aetiology.)

The clip is from a TV show hosted by an evangelist named Kirk Cameron. His guest who revealed this evidence for god had an English accent. While I was watching the clip I was reminded of the Monty Python sketch where John Cleese is an Army sergeant training his recruits on how to defend themselves if an assailant should attack them armed with fresh fruit.

If I tried to create a parody of intelligent design, I could not come up with something more hilarious than what is shown in this clip. Which raises the questions: Do these people have no sense of how ridiculous such arguments make them seem? How do they expect to be taken seriously? I wonder how the Discovery Institute people view such laughable attempts at providing ‘arguments’ to support them.

Reagan’s welfare queen

Former President Reagan had the tendency to invoke anecdotes, his own guesses, and even just make up stuff as ‘evidence’ for his preferred political positions. For example, he is famous for saying things like “Trees cause more pollution than automobiles do” (to support his position that more stringent automobile emission controls were not necessary) or (to presumably oppose any gun control legislation) that “In England, if a criminal carried a gun, even though he didn’t use it, he was not tried for burglary or theft or whatever he was doing. He was tried for first degree murder and hung if he was found guilty.” When his spokesperson was told that this statement about English gun law was just false, he said: “Well, it’s a good story, though. It made the point, didn’t it?”
[Read more…]

Dover’s dominos-4: How IDC lost in the Dover case

(See part 1, part 2, part 3.)

The stage was thus set in Dover, PA for what turned out to be an unequal contest in the courtroom of US District Judge John E. Jones III. Matthew Chapman, a great-great-grandson of Charles Darwin, attended the trial and provides an amusing description of its proceedings, the personalities involved, and of the events in the town of Dover leading up to the trial. In his account God or Gorilla: A Darwin descendant at the Dover monkey trial in the February 2006 issue of Harper’s Magazine, he describes how the plaintiffs team of lawyers, headed by the ACLU seemed to have the resources and materials at their fingertips while the Thomas More lawyers looked inadequately prepared and with few resources, even having to borrow the expert audio-visual services available to the plaintiffs.
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Dover’s dominos-3: The Dover school board battles the Discovery Institute

(See part 1, part 2 here.)

The Dover school board members were encouraged to adopt their policy by the offer, when they encountered the inevitable legal challenge, of legal representation by the Thomas More Law Center, based in Michigan, and which was “created in 1999 by Thomas Monaghan, founder of Dominos Pizza and a philanthropist for conservative Catholic causes.” The center supports all kinds of religion-based social policies, and was eager to take on the teaching of evolution theory in schools. To give you some idea of how extreme this group’s views are, the president and chief counsel of the center Richard Thompson believes that:

Christianity is under siege from all quarters, but especially from the federal courts, the American Civil Liberties Union, and what Thompson calls the “homosexual lobby.”

The ACLU and the courts are “basically cleansing America of religion and particularly Christianity,” Thompson said. “It’s almost like a genocide. It’s a sophisticated genocide.”

So it is clear that Thompson is a charter member (along with Bill O’Reilly) of the crazy cult that believes that it is Christians who are persecuted in the US. Anyone who uses the word “genocide” to describe the situation of Christians in the US clearly needs to lie down and take a nap until the fever passes.

The Thomas More center and the Dover school board were itching for a fight with those they saw as secular Darwinists. “Bring it on!” seemed to be their cry. Needless to say, the somewhat more sophisticated strategists at the Seattle-based Discovery Institute were not happy with their erstwhile allies in Dover shouting loudly about their blatantly religious motives. They could see their cautious, delicately-balanced, and expensive long-range plan, which depended upon carefully avoiding any mention of religion, falling apart because of the clumsy blundering of the Dover board, aided and even egged on by the Thomas More lawyers.

But once that die was cast and the Dover policy adopted, the Discovery Institute was placed in a quandary. The Thomas More center did not have the legal resources to mount the kind of sophisticated arguments necessary in such a case. Should the Discovery Institute completely disassociate themselves from the Dover school board actions and distance themselves from the case as it went down to likely defeat? Or should they throw themselves also into the fray, provide their own expert witnesses, pour all their considerable financial and legal resources into the case, and hope to secure victory from the jaws of an otherwise almost certain defeat?

In the end they waffled, initially agreeing to be part of the case, and then backing out when the Thomas More Law Center did not want the Discovery Institute’s own lawyers representing their clients. This caused bad feelings on both sides which spilled out into the open, as The Toledo Blade reported on March 30, 2006:

In fact, when Mr. Thompson decided to defend the Dover intelligent design policy, he angered the group most associated with intelligent design: the Discovery Institute, a conservative think-tank based in Seattle.

“We were incredibly frustrated by arrogance and bad legal judgment of goading the [Dover] school district to keep a policy that the main organization supporting intelligent design was opposed to,” says John West, the associate director of the Discovery Institute’s Center for Science and Culture.

The Thomas More Center acted “in the face of opposition from the group that actually represents most of the scientists who work on intelligent design.’’
. . .
In fact, these two prominent supporters of intelligent design couldn’t be much more at odds.

Mr. Thompson says the Discovery Institute bailed out on the Dover Board of Education when three of its experts refused to testify at the last minute, after the deadline for recruiting witnesses had passed.

But Mr. West says the whole thing was the More Center’s fault. Mr. Thompson wouldn’t let Discovery Institute fellows have separate legal representation.

The Discovery Institute has never advocated the teaching of intelligent design, and told the Dover board to drop its policy, Mr. West says. It participated in the trial only reluctantly.

“We were in a bind,” Mr. West says. “Our ideals were on trial even though it was a policy we didn’t support.”

Richard Thompson countercharges that the Discovery Institute people are essentially wimps, people who just talk a tough game but don’t put their beliefs on the line when it counts:

Mr. Thompson says the Discovery Institute’s strategy is to dodge a fight as soon as one appears imminent.

“The moment there’s a conflict they will back away . . .they come up with some sort of compromise.” But in Dover “they got some school board members that didn’t want compromise.”

This intramural battle between two groups supposedly on the same pro-IDC side did not augur well for the trial that was scheduled when some Dover parents led by Tammy Kitzmiller challenged the constitutionality of the school board’s decision.

The stage was now set for the courtroom confrontation.

Next in this series: Why the Dover school board lost the case.

Dover’s dominos-2: The Dover school board undermines the Wedge strategy

(See part 1 here.)

The reason that Judge Jones’ verdict in the Dover trial is likely to be so influential is because of the exhaustive nature of the testimony that he heard and the depth and comprehensiveness and scope of his ruling. In essence, the trial provided a place for IDC ideas to get a close examination under controlled conditions.

Prior to the trial, the case for and against IDC had been waged in the media, in legislative hearings, and in debates. As someone who has participated in many such things, I know that such forums can be a place where key ideas get examined and focused. But this happens only if the participants want them to. Otherwise skilled practitioners in those forums can evade tricky questions by diverting attention elsewhere and turn them into public relations exercises and question-begging.

But in a trial, with its fairly strict rules of evidence, it becomes much harder to make unchallenged statements. If you assert something, you have to be able to back it up and you cannot evade the issues easily since you will be cross-examined.

To be frank, the Dover trial was from the beginning a bad situation for the IDC people, especially the strategists at the Discovery Institute. Their whole approach up to that point had been to run a stealth campaign, based on a clever public relations strategy. They carefully avoided talk of god as much as possible (at least in public). They did not even insist on teaching intelligent design in schools. Instead they adopted the strategy of asserting that evolution was ‘just a theory,’ that it had problems, that there was a controversy over some of its basic tenets, and that good science and teaching practices required that students be exposed to the nature of the controversy.

Their slogan “teach the controversy” had a certain appeal, since people have an intuitive sense of fairness, and the assertion that students should hear all sides of an issue is sure to strike a responsive chord. Thus opinion polls tend to consistently show majorities in favor of “teaching all sides” or “teaching the controversy.”

Presumably, the long-term strategy of the Discovery Institute was to first have the ideas of evolution undermined in this way, then later introduce IDC as an alternative to the undermined theory of evolution and lead to its discrediting, then bring god back into science education, and finally put god (and prayer) back into public schools everywhere. They saw this as a slow, incremental advance, taking many years to reach its goal.

The nature of this long-term plan is not entirely speculation on my part. The basic elements are outlined in the Discovery Institute’s “Wedge Strategy” document which placed the blame for society’s decline on the advancement of materialistic thought, of which they claim Darwinism was a major component. The document says:

“The proposition that human beings are created in the image of God is one of the bedrock principles on which Western civilization was built. Its influence can be detected in most, if not all, of the West’s greatest achievements, including representative democracy, human rights, free enterprise, and progress in the arts and sciences.

Yet a little over a century ago, this cardinal idea came under wholesale attack by intellectuals drawing on the discoveries of modern science. Debunking the traditional conceptions of both God and man, thinkers such as Charles Darwin, Karl Marx, and Sigmund Freud portrayed humans not as moral and spiritual beings, but as animals or machines who inhabited a universe ruled by purely impersonal forces and whose behavior and very thoughts were dictated by the unbending forces of biology, chemistry, and environment. This materialistic conception of reality eventually infected virtually every area of our culture, from politics and economics to literature and art.

The Wedge Strategy document says, among other things, that they seek “To replace materialistic explanations with the theistic understanding that nature and human beings are created by God.”

But the former members of the Dover school board had no patience for this kind of subtlety and the slow, long-range plan envisaged by the Discovery Institute. They wanted god back in their schools and they wanted it now. So they created their own policy, which required students in biology classes to have a statement read to them that said, in part:

Because Darwin’s Theory is a theory, it continues to be tested as new evidence is discovered. The Theory is not a fact. Gaps in the Theory exist for which there is no evidence. A theory is defined as a well-tested explanation that unifies a broad range of observations.

Intelligent Design is an explanation of the origin of life that differs from Darwin’s view. The reference book, Of Pandas and People, is available for students who might be interested in gaining an understanding of what Intelligent Design actually involves.

In one stroke, the religious members of the Dover school board, thinking they were advancing god’s work, destroyed the entire stealth strategy of the Discovery Institute. By explicitly naming and introducing IDC into the science class, they were inviting a court challenge and thus exposing it to direct judicial review, something the Discovery Institute had been carefully avoiding.

What is worse, they even advocated a book Of Pandas and People which had a blatantly creationist pedigree. The book has been around a long time and in its earlier incarnations it freely used the word ‘creationism.’ The reason that this book was a problem was that creationism (which roughly stood for the idea that god directly intervened in the creation of the world and its living things) had already been ruled by the US Supreme Court in 1987 to be a religious belief that had no place in public schools. After this setback, a ‘new’ edition of the book came out which seemed to differ from the earlier versions mainly in the fact that someone had used the ‘search and replace’ function of their word processor to remove all references to the word ‘creationism’ and replace it with ‘intelligent design.’

It was because of that same court decision that the Discovery Institute had carefully avoided any mention of creationism in its work. In fact, the entire wedge strategy was based on tailoring a policy that avoided all the features of religion mentioned in the landmark 1987 decision, and thus would hopefully pass future constitutional scrutiny.

But the Dover board’s action made a hash of that strategy, because it mixed creationism, IDC, and opposition to Darwin into one entangled mess. To make it worse, the advocates of this Dover policy made no secret of the motives for their actions, and in school board meetings and other public forums spoke about how they were doing this so as to bring god back into the schools. (See Matthew Chapman’s article God or Gorilla in the February 2006 issue of Harper’s Magazine for interesting insights into what was going on in that small town before and during the trial.)

These actions were going to come back and haunt them during the trial.

Next in this series: Dover leads to intramural fights within the creationist camp.

Dover’s dominos-1: Why Intelligent Design Creationism will lose

The Scottish poet Robert Burns in his poem To a Mouse cautioned those who place too much faith in detailed plans for the future. He said:

The best laid schemes o’ Mice an’ Men, 

Gang aft agley.

When historians of the future write about the demise of Intelligent Design Creationism (IDC), they will likely point to the Dover, PA court decision as when the carefully thought-out plans and strategy of the IDC movement ganged agley in a big way.

If you recall, US District Judge John E. Jones III ruled on December 20, 2005 (Kitzmiller v. Dover) that the then Dover school board had acted unconstitutionally in its attempts to undermine the credibility of evolutionary theory in its biology class and in its attempt to promote IDC as a viable alternative. (See here for a previous posting giving the background to this topic.)

That case raised many fascinating issues and the final ruling clarified and put in perspective many of the issues clouding the role of intelligent design, science, religion, schools, and the US constitution. This series of posts that begins today will analyze that decision and the ripples it has caused throughout the country. I had been meaning to analyze the decision and its broader implications in depth for some time but kept getting deferred by other issues.
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On writing-5: The three stages of writing

(See part 1, part 2, part 3, and part 4 in the series.)

I believe that part of the reasons students end up plagiarizing, either inadvertently or otherwise, is that they underestimate the time it takes to write. This is because they think that writing only occurs when they are actually putting words on paper or typing on a keyboard.

But writing involves really three phases: prewriting, writing, and post-writing.

Pre-writing probably takes the most time and often does not involve the physical act of writing at all. This is the time when the author is mulling things over in his mind, sorting ideas out, trying to find the main point he is trying to make, asking what kinds of evidence is necessary and what documents should be read for background, and seeking out those sources of information. It also involves (for some) sketching out an outline and making rough notes. It is during this process of slow digestion that you start the important process of synthesizing the ideas that you have got from many sources and making something of your own

Prewriting is best done in a conscious but unrushed manner. For me, most of this prewriting is done in my head while doing other things such as walking or driving somewhere or doing routine chores or in those moments before falling asleep or just after waking. During those times, I am thinking of what to write, even to the extent of mentally creating actual lines of text, examples, and turns of phrase. I do this deliberately and consciously. In the SAGES Peer Writing Crew blog, Nicole Sharp says she thinks about writing while walking between classes, composing sentences in her head. This is an example of using time wisely, because some of the best ideas come to us when we are not consciously trying to generate them. It is to avoid interrupting this kind of prewriting that I have resisted carrying a cell phone or a Blackberry.

I think students may not appreciate how important this pre-writing phase is to writing. When given an assignment, they may wait until shortly before it is due and set aside a large block of time that they think is sufficient to write the five page paper or whatever it is that is required. But then they hit a block and don’t know what to say or how to say it because they have not gone through the important pre-writing phase. Without being aware of it, they are trying to compress the pre-writing and writing phases into one. But when you try to do that, it is hard to find your own perspective on a topic. So you end up using ideas from one or a few sources, mashing them together, while paraphrasing them to make it look like your own, thus running the risk of plagiarizing.

Instructors are partly to blame for this. We may not be informing students of the importance of prewriting, and in fact may be undermining that practice by giving short deadlines that do not really allow much time for the kind of thoughtful contemplation it requires. I am not sure how to structure writing assignments in my courses so that students get in the habit of prewriting but it is definitely something I am going to pay more attention to in my next course.

The post-writing phase is equally important, but equally neglected. This involves much more than simply editing the work. Editing for me means simply tightening things up, checking for grammar, improving word choice, and avoiding stylistic ugliness. The more important aspect of post-writing that once the writing phase has put my ideas into a concrete form, I can now keep returning to it, probing it, looking to see how to make it better. This may involve restructuring the argument, providing more evidence, finding a fresh image to capture an idea, inventing a telling metaphor, or looking for better sources. I like to let time percolate through the words I have written, creating a richer text.

All these things are best done in a conscious but unrushed manner. Most of this post-writing takes place in my mind while doing other things, like the prewriting phase. But this requires that we set aside time for it after the writing phase. If we are rushing to meet a deadline, this will not occur.

It is only the writing and editing parts that actually take up any ‘real’ time. All the other things can be done while living one’s life doing other things.

The pre-writing phase takes up the most time for me, followed by the post-writing phase, with the actual writing taking up the least time. When people ask me how long it took me to write either of my books, it is hard for me to answer. I usually say about six months because that is the time the actual writing phase took, and this is what people usually mean by ‘writing.’ But the prewriting phase that led up to each lasted much, much longer.

The same thing holds for these blog entries. The entire week’s entries take me about five to ten hours total of actual writing, depending on the topic. But before I write them, I have done a lot of pre-writing on each topic, doing research, collecting notes and creating the structure in my mind, all done in bits and pieces scattered over time, so that when I actually sit down and write (the writing phase), the words and ideas come fairly easily.

I also write almost all the week’s entries during the weekend prior to their posting. One reason for this practice is that the weekend is when I have more time to write. But the main reason is that after the writing is done, I have time to let my thoughts simmer and do some post-writing in my mind, enabling me to polish the entries during the week, before I actually post them.
The exceptions to this rule occur when something comes up in the news during the week that I feel impelled to respond to immediately, like the call center item last week or the Tiktaalik discovery the previous week. But even in these cases, the reason I can respond so promptly is that these topics have touched on something that I either care about a lot or know quite a bit about, which means that I have pretty much done the prewriting in my mind already, although I did not have a plan to actually write about it. I still leave some time for post-writing, even in these cases, usually by completing the writing the night before the morning posting.

But since students working on a short deadline do not have, or are aware of the need for creating, the time for pre- or post-writing, they end up producing work that is of lower quality than they are capable of. The challenge for instructors and students is how to help students become aware of the immense importance of the prewriting and post-writing phases, and how to structure assignments and deadlines to help them get used to doing it and have the time to do so.

Peter Elbow, in his book Everyone Can Write, gives some valuable advice. He recommends that writers create two distinct mindsets when writing. One mindset is a very accepting one, where any idea that comes into one’s head, any sentence, any image or metaphor, is accepted by the author as being wonderful and written down or stored away for use. This attitude is great in the prewriting phase, because it enables you to generate a lot of ideas.

The second mindset is the critical one, where we evaluate what we have written and ask whether it is worth retaining, whether it should be improved upon, or phrased better. This is best done in the post-writing phase.

Many of us get stuck in our writing because we are trying to do both things simultaneously. An idea comes into our head and we immediately start to analyze or critique it wondering whether it should be included or not. This blocks our progress and we get stuck.

Of course, none of these distinctions can be really rigid. When we are critiquing an idea in the post-writing phase, that might generate a new idea and we have to switch to an accepting phase. But being aware that an attitude that is accepting of ideas and one that is critical of ideas have to be adopted as the need arises can prevent one from having that awful feeling of thinking that one has ‘nothing to say.’ We all have something to say. It is just that we do not know if it is worth saying. It helps to postpone that judgment.

Realizing that we need to say whatever is on our minds and only later judge whether it is worth saying is a good habit to cultivate.

This series of postings on writing is, in itself, an illustration of how writing grows. I had initially only meant to write about the plagiarism issue, triggered by the Ben Domenech fiasco in the Washington Post. But as I wrote about it, the topic branched off into many related areas, and ideas occurred to me that were not there when I started.

So I guess the lesson to be taken from all this is that you should just start writing about anything you care about, and see where it goes. You will probably be surprised at where you end up.

POST SCRIPT: Where the religious people are

Ever wondered where Catholics are most concentrated in the US? How about Mennonites? Jews? Muslims? Lutherans? Well, now you can find out with this series of maps that shows, county by county, the density of populations of the various religious denominations.

It did not provide a breakdown for atheists. This is because they were getting their numbers from the membership lists of religious institutions in each area and atheists don’t have formal groups. What was interesting, though, was that there were a surprisingly large numbers of counties where the total number of religious adherents of any stripe was less than 50%.