Zack’s bold campaign to repeal the 2008 Louisiana Science Education Act (LSEA) has made waves in state politics and in public education. Kopplin has gathered the support of 78 Nobel Laureate scientists, the American Association for the Advancement of Science (AAAS), the New Orleans City Council, and other major organizations. His petition to repeal the law has 74,000 supporters across the US. Working with Louisiana State Senator Karen Carter Peterson, Zack has fought for two bills to repeal the LSEA. He has spoken out before the Louisiana legislature and State Board of Education, debated creationist politicians, held rallies, and had been covered in hundreds of interviews in national and international media. Kopplin is preparing to fight for a third repeal bill.
Zack plans to use the $10,000 awarded to him to increase the impact and reach of his campaign. The funds will greatly aid Zack’s most recent venture to call for accountability on the issue of millions of dollars in school vouchers being spent to fund schools across the US that teach creationist ideas. He also plans to use this money to help build the Second Giant Leap movement, which calls for a permanent end to science denial legislation and for a trillion dollars of new science funding in the next decade.
Kopplin said, “We need a Second Giant Leap for Mankind and we need a student movement of troublemakers and truth-tellers who are willing to stand up and speak out to make this a reality.”
By studying the way it has mutated and changed over time, scientists can trace human mitochondrial DNA — the DNA that is passed from mother to daughter — back to a single woman. Basically, everybody alive is descended from her. But that's not the same thing as saying that Mitochondrial Eve was once the only woman alive. In a very nice piece — with helpful illustrations — the Christian (but evolution-accepting) scientists at BioLogos explain what Mitochondrial Eve really means and why she can't be used as an argument for creationism. Whether or not you've ever found yourself arguing this point with a family member or friend, the piece is really useful for deepening your understanding of a pop-science concept that's often thrown around without a clear explanation behind it. — Maggie
A bill introduced in the Missouri legislature by Rick Brattin is a genuinely bizarre attempt to cram religion into the state's science curriculum. In what must have seen to Mr Brattin as a very clever move, the bill redefines what science is to include religion ("'Scientific theory,' an inferred explanation of incompletely understood phenomena about the physical universe based on limited knowledge, whose components are data, logic, and faith-based philosophy.") (emphasis mine). The bill just gets weirder from there.
If scientific theory concerning biological origin is taught in a course of study, biological evolution and biological intelligent design shall be taught. Other scientific theory or theories of origin may be taught. If biological intelligent design is taught, any proposed identity of the intelligence responsible for earth's biology shall be verifiable by present-day observation or experimentation and teachers shall not question, survey, or otherwise influence student belief in a nonverifiable identity within a science course.
In other words, equal time for the leading scientific idea and intelligent design, but never mention who the designer might be. And not just equal time, but equal pages; the bill literally mandates that "course textbooks contain approximately an equal number of pages of relevant material teaching each viewpoint." Brattin is at least aware no textbooks actually have anything on "biological intelligent design," so he wants the state to identify "nine individuals who are knowledgeable of science and intelligent design" to create supplementary materials for use until the textbook publishers get in line.
It's just a bill, not a law, but as John Timmer points out, bills that are very nearly this stupid have already passed in Louisiana and Tennessee.
IO9 profiles Zack Kopplin, a 19-year-old, five-year veteran of the fight against teaching creationism in Louisiana's science classes. Kopplin was a student when the a law came into effect allowing teachers to bring creationist material to class, and he took up the cause, winning a battle that prevented the exclusion of evolution from Louisiana science classes altogether. Kopplin has been vilified by state legislators and creationists, but refuses to give up the fight. If I can raise a kid with this much sense, savvy, passion and ethical commitment, I'll consider my life to have been worthwhile:
He also has his eyes set on vouchers. After an Alternet story came out about a school in the Louisiana voucher program teaching that the Loch Ness Monster was real and disproved evolution, Kopplin looked deeper into the program and found that this wasn't just one school, but at least 19 other schools, too.
School vouchers, he argues, unconstitutionally fund the teaching of creationism because many of the schools in these programs are private fundamentalist religious schools who are teaching creationism.
"These schools have every right to teach whatever they want — no matter how much I disagree with it — as long as they are fully private," he says. "But when they take public money through vouchers, these schools need to be accountable to the public in the same way that public schools are and they must abide by the same rules." Kopplin is hoping for more transparency in these programs so the public can see what is being taught with taxpayers' money.
The Orleans Parish Public School Board has rejected the Louisiana Science Education Act, which followed Texas's lead by putting Creationism into the state's schools. A Board decision prohibits the teaching of Creationism in science class, and forbids the use of Texas's revisionist, Creationist "science" textbooks.
The policy says: "No history textbook shall be approved which has been adjusted in accordance with the state of Texas revisionist guidelines nor shall any science textbook be approved which presents creationism or intelligent design as science or scientific theories."
It stresses the separation of science and religious teachings:
"No teacher of any discipline of science shall teach any aspect of religious faith as science or in a science class. No teacher of any discipline of science shall teach creationism or intelligent design in classes designated as science classes."
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