In the midst of a roiling national debate about evolution and intelligent design, the Kansas Board of Education’s adoption of new science standards, which challenge the Darwinian theory of evolution, are a red flag for professors at Fairfield University.
The New York Times reported that on Nov. 8, the Kansas State Board of Education changed the official state definition of science. The changes mainly involve the removal of two words: “natural explanations.”
Such a move raises serious concerns for several Fairfield science professors who say the change eliminates the distinction between natural and supernatural explanations in science.
According to intelligentdesignnetwork.org, the theory of intelligent design (ID) holds that certain characteristics of the universe and of living things are best explained by an intelligent cause rather than natural selection.
“The new definition removes the fundamental aspect of science that of natural explanations and instead leaves open the possibility for supernatural explanations,” said Assistant Biology Professor Shelley Phelan. “This is completely inconsistent with science, as we know it.”
According to the New York Times article, the old definition of science states that science is the human activity of seeking natural explanations for what is observed in the world. The new definition issued by the Kansas State Board of Education, which can be found at KansasScience2005.com, calls science “a systematic method of continuing investigation that uses observation, hypothesis testing, measurement, experimentation, logical argument and theory building, to lead to more adequate explanations of natural phenomena.”
Glenn Sauer, chair of the biology department, said that the new definition by the Kansas Board of Education would have a negative impact in the field of science.
“The [Kansas State] Board of Education is being motivated by religious fundamentalist to the teaching of evolution and are trying to insert a very narrow religious point of view into the curriculum,” said Sauer.
L. Kraig Steffen, an associate chemistry professor, said that the change in the definition of science is a fundamental dismantling of science and science education.
“Such a change does not represent simply letting the camel stick its nose into the tent, it represents letting a whole herd of camels in,” said Steffen.
On the other hand, Michael Brienza, a physics instructor, said that he does not believe the new definition will alter the course or direction of scientific investigation.
But how might such a change in the definition of science affect the evolution debate?
“The effect of such a decision will needlessly fan the flames of a religious debate that should not be part of the scientific process,” said Brienza. “If some folks want to deny the body of knowledge supporting the continuing evolution process they should certainly be free to do that. However, their beliefs should not be used to change or pollute the evidence at hand.”
Stephanie Serpa ’06, who is biology major, said that although the new definition of science is more detailed, the new definition clearly defines science and does not affect the evolution debate.
“Evolution is a fact and scientists can prove that, even with the new definition given,” said Serpa. ” However, intelligent design is an opinion, and if people can find observations, testings and logical arguments for or against intelligent design that is a matter of opinion, not science.”
Phelan said that the new definition by the Kansas State Board of Education would allow explanations such as the theory of intelligent design to be considered science.
“The scientific community recognizes this as being in opposition to the rules that govern the field of science,” said Phelan.
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