A public lecture on "Why all the fuss about Darwin and Evolution?" by Dr. Eugenie Scott, Executive Director of National Center for Science Education, on the campus of California State University, Fresno, presented on December 2, 2009. The event was sponsored by the campus Consortium for Evolutionary Studies.
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Why all the fuss about Darwin and Evolution?
1. Consortium for Evolutionary Studies
California State University, Fresno
Evolutionary Biology Lecture Series
Why the fuss about
Darwin and Evolution?
December 2, 2009
Satellite Student Union
7:30 PM
Dr. Eugenie C. Scott
Executive Director,
National Center for Science Education
2. Why All the Fuss About Darwin
and Evolution?
December 2, 2009
Fresno State University
Eugenie C. Scott,
Ph.D.
Executive Director
National Center for
Science Education, Inc.
WWW.NCSE.com
31. Evolution, Pattern, Process
Evolution: Mechanisms or Factors
Effecting Evolution:
Descent with -natural selection
modification/ -non-selective (drift)
- “evo-devo”
common ancestry
32. Evolution, Pattern, Process
Evolution: Mechanisms or Factors
Effecting Evolution:
Descent with -natural selection
modification/ -non-selective (drift)
- “evo-devo”
common ancestry
Patterns of Evolution:
33. Evolution, Pattern, Process
Evolution: Mechanisms or Factors
Effecting Evolution:
Descent with -natural selection
modification/ -non-selective (drift)
- “evo-devo”
common ancestry
Patterns of Evolution:
Core
34. Evolution, Pattern, Process
Frontier
Evolution: Mechanisms or Factors
Effecting Evolution:
Descent with -natural selection
modification/ -non-selective (drift)
- “evo-devo”
common ancestry
Patterns of Evolution:
Core
35. …the students had
memorized everything, but
they didn’t know what
anything meant.
Richard Feynman, “Surely You’re Joking, Mr.
Feynman”, 1985
67. Miller, et al, Science,
Aug 11, 2006
“Humans evolved
from earlier forms
of animals, true or
false?”
68. Miller, et al, Science,
Aug 11, 2006
“Humans evolved
from earlier forms
of animals, true or
false?”
69. Miller, et al, Science,
Aug 11, 2006
“Humans evolved
from earlier forms
of animals, true or
false?”
70. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
71. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
72. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
73. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
74. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
75. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
76. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
77. “Pillars of Creationism”
www.talkorigins.org
Evolution is a
“theory in
crisis”
www.PandasThumb.org
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
87. Geocentrism
…you would find that all [church fathers]
agree in explaining literally (ad litteram) that
the sun is in the heavens and moves swiftly
around the earth, and that the earth is far
from the heavens and stands immobile in the
center of the universe. Cardinal Robert
Bellarmine, April 12, 1615, cited in Galileo, Science
and the Church by Jerome Langford, pp 60-62)
90. Geocentrism
If God cannot be taken literally when
He writes of the rising of the sun,
how can one insist that He be taken
literally when writing of the rising of
the Son?
Gerardus Bouw, 1984 With Every Wind of doctrine:
Biblical, Historical and Scientific Perspectives on
103. The Word of God
must take first
priority, and secondly,
the observed facts of
science.
Morris, H. 1985. Scientific
Creationism 2nd General Edition. El
Cajon, CA:Creation Life Publishers,
p 215
130. Implications of Darwinism
Evolution Challenged literal view
Happened of Bible
Natural Challenged design
Selection argument God less
Explains It personal
131. Reasons to Reject Evolution
Conservative
Christians
Mainstream
Christians
132. Reasons to Reject Evolution
Special creationism
Conservative Loss of personal God
Christians Theodicy
Mainstream
Christians
133. Reasons to Reject Evolution
Special creationism
Conservative Loss of personal God
Christians Theodicy
Mainstream
Loss of personal God
Christians
Theodicy
134. “Pillars of Creationism”
Evolution is a
“theory in
crisis”
Evolution and
religion are
incompatible
It’s only “fair” to
teach
creationism
with evolution
135. “For every Ph.D., there is an
equal and opposite Ph.D.”
(anonymous lawyer)
136. “For every Ph.D., there is an
equal and opposite Ph.D.”
(anonymous lawyer)
141. Euphemisms…
“critically analyze evidence for evolution”
“both evidence for and evidence against
evolution”
“both strengths and weaknesses of evolution”
142. Euphemisms…
“critically analyze evidence for evolution”
“both evidence for and evidence against
evolution”
“both strengths and weaknesses of evolution”
“evolution as theory not fact”
143. Euphemisms…
“critically analyze evidence for evolution”
“both evidence for and evidence against
evolution”
“both strengths and weaknesses of evolution”
“evolution as theory not fact”
“teach the full range of views about origins”
144. Euphemisms…
“critically analyze evidence for evolution”
“both evidence for and evidence against
evolution”
“both strengths and weaknesses of evolution”
“evolution as theory not fact”
“teach the full range of views about origins”
“teach the controversy”
145. Euphemisms…
“critically analyze evidence for evolution”
enc e in
“both evidence for and evidence against
evolution” ci
d S of of evolution”
Ba weaknesses
achtheorynnot fact”
“both strengths and
Te as he a me
“evolution t
ss! origins”
“teach the full range of ne about
ir views
Fa
“teach the controversy”