We asked applicants for the NCSE Grand Canyon Teacher Scholarship to explain, in 500 words, what lessons or knowledge they expected to gain from rafting the Grand Canyon, to enrich their students’, colleagues’, and neighbors’ understanding of evolution, deep time, climate change, and the natural world. Here is part of scholarship winner Scott Hatfield’s explanation of what he hopes to bring back from the Grand Canyon to his Fresno, California, high school.

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Ronald L. Numbers

Strange to say, but it wasn’t until May 2012, when he spoke at a conference marking the twenty-fifth anniversary of Edwards v. Aguillard that the Stanford Constitutional Law Center and NCSE organized, that I met Ron Numbers in person for the first time.

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While discussion of Israeli elections has largely (and reasonably) focused on the different parties’ views on the occupation of Palestine and the prospect of war with Iran, the ongoing effort to craft a coalition government may carry risks for science education, too.

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A Crystal disco ball for the Disco. ‘tuteFor whatever reason, there’s a new edition of Darwin Day in America, written by John West, who runs the Discovery Institute’s creationist wing, the Center for the Renewal of Science and Culture.

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BioLogos, a nonprofit dedicated to promoting evolution within evangelical circles, recently released a large survey examining how and why people develop their views on evolution. There’s a lot to mine there, though you can read the highlights in NCSE’s news item. I’m especially fascinated by the survey’s work to separate out different stances in the public conversation on how evolution and religion intersect.

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The issue of whether Sherlock Holmes is science literate led to some fascinating discussion in the comments section, though not, I fear, to a consensus. But let’s turn to a matter closer to my own heart and examine what we can learn about someone’s science literacy based on whether they reject evolution.

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