NCSE Past Events
3400 Lower Golden Rain Rd.
Walnut Creek, California
SF Bay Area Atheists, Agnostics, Freethinkers & Skeptics
3105 Shattuck Avenue
Bring your inner sixth grader to a meeting of the Bay Area Skeptics! Good teachers have used claims of the paranormal to teach scientific reasoning to elementary and middle school students. Join Bay Area Skeptics as Dr. Scott guides you in formulating experiments to test paranormal claims. Audience participation required! (No actual sixth graders will be harmed in this demonstration.)
sponsored by the
Bay Area Skeptics
400 New Jersey Avenue NW
Anti-science legislation is sweeping the nation. Bills that aim to insert so-called “Intelligent Design” theology into public school curricula have been proposed in more than a dozen states. Particularly dangerous, these bills attempt to undermine scientific research by creating a false sense of controversy around accepted scientific theories such as evolution by natural selection. And the push against science doesn’t stop at evolution—it also affects areas such as sex education. Taxpayers are footing the bill for religious indoctrination not only through public schools, but via voucher programs and tuition tax credits. What can be done to protect science education in our schools at the federal level? What can concerned citizens do within the states? And what’s the best way to halt the continued public funding of religion and stop anti-science legislation?
Secular Coalition for America
Berkeley Main Library
2090 Kittredge Street
Dr. Berbeco will present on the topic of climate change denial, attempts to undermine the science in public schools and the challenges ahead. She will address the recent legislative session which saw 8 bills introduced since January across the country to undermine science education, as well as current bills that are already in place. In addition, she will discuss popular science denial curriculum that is being disseminated to schools and how it undermines quality education. Last, she will talk about what citizens, parents, teachers and administrators can do to support quality science education.
East Bay Atheists
1044 Middlefield Road
Redwood City, California
Though the scientific consensus around climate change is clear, the public remains skeptical making it challenging for educators to teach well-established, peer-reviewed science to their students. Worse yet, “Academic Freedom” Bills are being introduced on the state-level to undermine quality science education under the guise of “critical thinking”. Find out more about the state of science denial in our country, how legislation is attempting to undermine science education and what you can do to help support stronger science education in the U.S.
Loma Prieta Chapter of the Sierra Club
3543 18th (at Valencia)
San Francisco, California
Following their victory in the Scopes Trial, creationists have suffered a string of unequivocal court defeats -- the Epperson v. Arkansas case, which overturned bans on teaching evolution, the Edwards v. Aguillard case, which ruled out 'equal time for creationism' requirements, and the Kitzmiller v. Dover case, which ruled "intelligent design" to be just another form of creationism. Creationists have responded to these setbacks by intelligently crafting a new strategy: encouraging sympathetic state legislators to introduce anti-evolution legislation under the pretense of 'academic freedom.' Such bills twist the meaning of academic freedom to give legal cover for creationist teachers to use their public school classrooms as a personal pulpit from which to proselytize to a captive audience of students. Newton will show the origins of such bills, how they are distributed to legislators by creationist organizations, and explain why the carefully-crafted language in 'academic freedom' bills says one thing, but means quite another. Newton will outline ways for local pro-science organizations to resist this trend and keep public school classrooms free from creationist attacks on science.
Atheist Advocates of San Francisco
Stephen F. Austin State University
What is the status of evolution in American education today? Is there, as so many people think, really a controversy surrounding this subject? And if there is, what exactly is the actual topic of that controversy? What is the history of public opposition to evolution education in America? What form does current anti-evolution activity take, and what can we expect in the future?
School of Honors Wisely Speaker series
821 Volunteer Boulevard
University of Tennessee
In 2012 the Tennessee legislature passed an “Academic Freedom Act” which called for teaching the “strengths and weaknesses” of allegedly controversial subjects such as evolution, global warming, origin of life, and human cloning. Rather than being just a Tennessee oddity, more than 40 of these laws have cropped up in state legislatures in every region of the country. Because they are patently injurious to science education, citizens need to oppose the passage of these bills — as well as contend for a basic level of science literacy that would make such bills impossible to contemplate. K-12 teachers who attend will have the chance to sign up to receive a free copy of Carl Zimmer's The Tangled Bank: An Introduction to Evolution (Roberts and Company, 2010), courtesy of NCSE and Roberts and Company Publishers.
Sponsored by the
University of Tennessee VolsTeach Program
Modesto Junior College
435 College Avenue
In the 2012 documentary Climate of Doubt, a PBS Frontline correspondent investigates recent shifts in the climate change debate and looks especially at the funding, the organized efforts, and the ideology behind the denialist movement.
Mark McCaffrey will lead a discussion session following the video.
Modesto Junior College
Spring Film & Lecture Series
Free and open to the public
8610 Kennel Way
La Jolla, California
The subject of origins — of where we, Earth, and the universe come from — is one that has been considered by many religions since time immemorial. Science, as a relatively recent actor on the intellectual stage, also considers these topics, coming up with answers at variance with those of most religions, including Christianity. How do these two approaches differ? Are there similarities? And is there an uncrossable divide between the two? The answer is not just philosophically interesting, but directly relevant to decisions being made about what to teach in public school science courses.
Scripps Institute of Oceanography