If you’re interested in making fun of creationism, it’s not too hard to do it. Indeed, there have even been a few book-length efforts, such as Robert S. Dietz and John C. Holden’s Creation/Evolution Satiricon: Creationism Bashed (1987) and Barrett Brown and Jon P. Alston’s Flock of Dodos: Behind Modern Creationism, Intelligent Design & the Easter Bunny (2007). And if you work at NCSE, where you’re professionally obliged to keep your eyes on the steady stream of creationist silliness...well, the phrase “spoiled for choice” springs to mind.
Last week on Fossil Friday, I showed you a skull that our house anthropologist, Eric Meikle, called "one of the four most historically significant discoveries in the human fossil record" (in his humble opinion).
There were a few false starts from readers: Neandertal, Australopithecus sediba... giant sloth. But no, Adriaan Meijer was the first to correctly identify the skull. It was the Taung child, Australopithecus africanus, discovered in 1924 in South Africa.
You may have run across the trailer for the Genesis 3D movie, a forthcoming cinematic piece produced by, among others, young earth creationist Eric Hovind, son of Kent “Dr.
Since the start of the government shutdown, my Facebook feed has been filled with nothing but politics. Everyone has an opinion about what is going on and who is responsible. This response was of course expected, but what surprised me was that almost immediately, intertwined with the political commentary, was a flurry of distressed posts from my scientist friends. “Ack! I can’t reach this dataset that was hosted on a government website, how can I do my research?” and “the NSF’s website is down, how can I apply for that grant?” became common themes throughout the day.
Today on Fossil Friday, we are starting our month long lead up to the Day of the Dead. This whole month it'll be skulls, skulls and more skulls!
Eric Meikle, one of our in-house anthropologists, tells me that this skull will be easy for anyone with a background in human evolution or anthropology to identify. Or will it?
Who does this skull belong to? Species name? Age? Where was the first one found?
With the world all abuzz about the recent release of the fifth edition of the IPCC report, many teachers are no doubt wondering how to take advantage of this teachable moment. Should they address the report in social studies? In an environmental sciences course? How can they address the report without overwhelming or terrifying students? Most importantly though, how can they fit it into an already full curriculum?
When, 153 pages into reading Jonathan Sperber’s Karl Marx: A Nineteenth Century Life (2013), I paused to skip ahead to read the section about the relationship—such as it was—between Marx and Darwin, and to write a blog post about it, I didn’t think that I would be returning to blog about the book again. What else would there be to blog about Marx? But I failed to reckon with the Pythias to his Damon, the Guildenstern to his Rosencrantz, the Stimpy to his Ren: Friedrich Engels.
In looking at the side-by-side model projections of where the planet could go on low vs. high emissions scenarios in the recent IPCC report, I'm reminded of an expression from a young artist conveying a similar dichotomous view of the world.
Image courtesy of Susie Strife