Also, several members of the Millersville University physics faculty
have signed a letter to the Dover school board:

From the article:
----------------------------------------------------
An open letter to the Dover Area School Board in York County:

As scientist, scholars and teachers, we are compelled to point out
that the quality of science education in your schools has been
seriously compromised by the decision to mandate the teaching of
"intelligent design" along with evolution. Science education should be
based on ideas that are well supported by evidence. Intelligent design
does not meet this criterion: It is a form of creationism propped up
by a biased and selective view of the evidence.

In contrast, evolution is based on and supported by an immense and
diverse array of evidence and is continually being tested and
reaffirmed by new discoveries from many scientific fields. The
evidence for evolution is so strong that important new areas of
biological research are confidently and successfully based on the
reality of evolution. For example, evolution is fundamental to
genomics and bioinformatics, new fields which hold the promise of
great medical discoveries.
---------------------------------------------------------

Read it at http://www.rednova.com/news/display/?id=126990





J. Spaceman

Also, several members of the Millersville University physics faculty
have signed a letter to the Dover school board:

From the article:
----------------------------------------------------
An open letter to the Dover Area School Board in York County:

As scientist, scholars and teachers, we are compelled to point out
that the quality of science education in your schools has been
seriously compromised by the decision to mandate the teaching of
"intelligent design" along with evolution. Science education should be
based on ideas that are well supported by evidence. Intelligent design
does not meet this criterion: It is a form of creationism propped up
by a biased and selective view of the evidence.

In contrast, evolution is based on and supported by an immense and
diverse array of evidence and is continually being tested and
reaffirmed by new discoveries from many scientific fields. The
evidence for evolution is so strong that important new areas of
biological research are confidently and successfully based on the
reality of evolution. For example, evolution is fundamental to
genomics and bioinformatics, new fields which hold the promise of
great medical discoveries.
---------------------------------------------------------

Read it at http://www.rednova.com/news/display/?id=126990





J. Spaceman

Also, several members of the Millersville University physics faculty
have signed a letter to the Dover school board:

From the article:
----------------------------------------------------
An open letter to the Dover Area School Board in York County:

As scientist, scholars and teachers, we are compelled to point out
that the quality of science education in your schools has been
seriously compromised by the decision to mandate the teaching of
"intelligent design" along with evolution. Science education should be
based on ideas that are well supported by evidence. Intelligent design
does not meet this criterion: It is a form of creationism propped up
by a biased and selective view of the evidence.

In contrast, evolution is based on and supported by an immense and
diverse array of evidence and is continually being tested and
reaffirmed by new discoveries from many scientific fields. The
evidence for evolution is so strong that important new areas of
biological research are confidently and successfully based on the
reality of evolution. For example, evolution is fundamental to
genomics and bioinformatics, new fields which hold the promise of
great medical discoveries.
---------------------------------------------------------

Read it at http://www.rednova.com/news/display/?id=126990

On Sun, 13 Feb 2005 03:06:34 -0500, Jason Spaceman
<notreally@jspaceman.homelinux.org> wrote:

15 Shippensburg University biology profs have submitted a letter to
the York Daily Record voicing their concerns over ID:

The Dover Board doesn't care about anything but decimating education.

From the article:
--------------------------------------------------
With this letter we want to express our deep concern and opposition

the Dover Area School Board's decisi on to add the concept of
intelligent design to the biology curriculum.

As professors of biology, we find the teaching of ID in the schools

Pennsylvania as part of the science curriculum to be inappropriate.

The introduction of the I D concept, taught as if it were a valid
alternative scientific theory to classic evolutionary theory, will

a monumental disservice to the students in your district.

With this change in the curriculum, instead of science, students are
given fringe beliefs and unsubstantiated speculations.
-----------------------------------------------------

Read it at http://ydr.com/story/opinion/58516/

Shippensburg professors: 'Let science be science'
PABLO DELIS

Sunday, February 13, 2005

With this letter we want to express our deep concern and opposition

the Dover Area School Board's decision to add the concept of
intelligent design to the biology curriculum.

As professors of biology, we find the teaching of ID in the schools

Pennsylvania as part of the science curriculum to be inappropriate.

The introduction of the ID concept, taught as if it were a valid
alternative scientific theory to classic evolutionary theory, will do
a monumental disservice to the students in your district.

With this change in the curriculum, instead of science, students are
given fringe beliefs and unsubstantiated speculations.

Administrators or teachers enacting this modification of the
curriculum are present ing students with misinformation about the
content and process of science.

They are eroding the academic preparation of the students and
diminishing their chances for a successful professional and academic
future.

The concept of intelligen t design is not scientific. ID cannot be
investigated using the scientific method. ID is not based on

evidence. ID cannot be falsified through experimentation or realistic
predictions. ID is not a competing theory for evolution. ID has not
and is not being taught, as a biology concept, in any university with
objective scientific standards. ID is not found in any respectable
biology textbooks as accepted science. ID is "modern"

Intelligent design is a veiled strategy to teach religion instead of
science.

Arguably, ID may be appropriate in a philosophy or comparative
theology course but not as part of the science/biology curriculum.

Theological themes, philosophical arguments, common beliefs, moral
points of view and ethical controversies are a fitting part of a
well-rounded social/cultural curriculum but not part of science
education.

Science is based on a strict series of steps widely known as the
"scientific method."

The teachers in your district, as good professionals, know this very
well. The scientific method requires falsifiable hypotheses and
objective and accepted testing methodology.

The concept of intelligent design implies by logical inference an
"intelligent designer," supreme being, all mighty, deity. These
"ideals" are all various versions of God. Science cannot

the belief in God because a supernatural force is, by definition, not
amenable to experimentation using the scientific method, and,
therefore is not science.

We expect our freshman students to arrive at college with the best
possible academic background, including a solid understanding of the
scientific method and a clear idea of what science is and is not.

In a time of un precedented discovery and technical advances, from

human genome to nanotechnology, we should not have to revisit once
more these misrepresentations in science.

We should not be fighting cultural and scientific wars that were
resolved, in le gal and experimental grounds, over 60 years ago.

Let science be science.

For the sake of the students, we urge you to reconsider your decision
and return to the original scientific standards of biology in your
curriculum.

Pablo Delis is an assistant professor in the Shippensburg University
biology department. This letter was also signed by 15 other

in the university's biology department.


--

Contempt of Congress meter reading-offscale.

Hello, theocracy with a fundamentalist US Supreme
Court who will ensure church and state are joined
at the hip like clergy and altar boys.

America 1776-Jan 2001 RIP