. . . in which I defend the judiciary against barbaric assault

August 14, 2006

I’ll make this quick (back to the grindstone, you know).

In my immediately previous post I make a minor case that advocacy of intelligent design is the less preferable alternative to understanding evolution, for moral reasons. Advocacy of intelligent design has so farproven incapable of making a case in a straightforward and honest fashion. All cases for intelligent design rest in large part, or completely, in distortions of science and history.  What originall caught my eye and my ire was the mischaracterization of the recent decision in the Pennsylvania intelligent design case. Read the rest of this entry »


The moral imperative against intelligent design

August 14, 2006

I’m straying only a bit off topic, and only by certain legalistic interpretations. History folks, bear with me.

My complaint about what is called “intelligent design” in biology is the same complaint I have against people who wish to crown Millard Fillmore as a great light for bringing plumbing to the White House over the complaints of health officials — that is, my complaint against those who push H. L. Mencken’s hoax over the facts.

Joe Carter at Evangelical Outpost listed at great lengths his list of reasons that arguing for science actually promotes intelligent design instead (Part 1, Part 2, Part 3). This blog’s response was in two parts, one and two. Other people offered other rebuttals, including notably, P. Z. Myers at Pharyngula, a very good blog that features the hard science of biology and especially evolution.

Joe provided a first affirmative rebuttal here. This post is my reply, on the single point of whether it’s fair to say creationists, IDists, or others who twist the facts and research, are “dishonest.”

The text is below the fold; I left it in remarks at Evangelical Outpost. I have one other observation I’ll make quickly in the next post.

Enjoy, and chime in with your own remarks (I’m headed back to the grindstone). Read the rest of this entry »


Sutherland’s “Americana” cartoons

August 13, 2006

I stumbled across Bibi’s Box, a blog that appears to be devoted to finding videos available on the internet. Bibi wrote about John Sutherland, a producer for Walt Disney who struck out on his own in 1944. He became famous, or infamous, for doing cartoons for hire that capitalist enterprises wanted to make available for schools.

Some of us Baby Boomers will recognize almost every one of these films. Film distribution was always problematic back then, before Federal Express or UPS and overnight air delivery to almost anywhere in the world, and back when 16-mm film projectors were often old, cranky monsters that defied the most tech-savvy teachers to make a film dance on a screen. Consequently, to increase the circulation, many of these films also ended up in the afternoon cartoon fests that local television stations ran for “kiddies.”

The images are rich. There are time-bound charicatures of middle-class Americans, and full use of other American iconography. In a 1948 film, “Make Mine Freedom,” Sutherland’s film shows a Member of Congress dressed as a southern politician (though without an accent), the labor representative in denim overalls, the capitalist factory boss with a cigar and morning coat with striped pants, and the farmer in stereotypical straw hat. In a later scene, some of the characters parade in a “Spirit of ’76” fashion, with drum, fife and flag, across the Lincoln Memorial.

Some of the images are corny, but they are rich mines for classroom use, where the images form powerful mnemonic devices for kids who don’t know the history of that era. I have used chunks of “Schoolhouse Rock” for individual study on specific areas — last year I required high school history students to memorize the Preamble to the Constitution, and the “Schoolhouse Rock” version helped enormously. Sutherland’s films could be as useful, in certain topics.

In any case, Bibi has links to more than a dozen of Sutherland’s cartoon films.

If you find a good use for one, please let me know.


Berlin Wall’s 45th

August 13, 2006

August 13, 2006, is the 45th “anniversary” of the erection of the Berlin Wall, the totem of the Cold War that came down in 1989, pushing the end of the Cold War. Residents of Berlin awoke on this day in 1961 to find the communist government of East Germany erecting what would become a 96-mile wall around the “western quarters” of the city — not so much to lay siege to the westerners (that had been tried in 1948, frustrated by the Berlin Airlift) as to keep easterners from “defecting” to the West. The Brandenburg Gate was closed on August 14, and all crossing points were closed on August 26.

From 1961 through 1991 1989, teachers could use the Berlin wall as a simple and clear symbol for the differences between the communist Eastern Bloc, the Soviet Union and her satellite states, and the free West, which included most of the land mass of Germany, England, France, Italy, the United States and other free-market nations — the North Atlantic Treaty Organization (NATO) countries. I suspect most high school kids today know very little about the Wall, why it was there, and what its destruction meant, politically.

This era of history is generally neglected in high school. Many courses fail to go past World War II; in many courses the Cold War is in the curriculum sequenced after the ACT, SAT and state graduation examinations, so students and teachers have tuned out.

But the Wall certain had a sense of drama to it that should make for good lessons. When I visited the wall, in early 1988, late at night, there were eight fresh wreaths honoring eight people who had died trying to cross the Wall in the previous few weeks (in some places it was really a series of walls with space in between to make it easier for the East German guards to shoot people trying to escape) — it’s an image I never forget. Within a year after that, East Germans could travel through Hungary to visit the West, and many “forgot” to return. Within 18 months the wall itself was breached.

The Wall was a great backdrop for speeches, too — President John F. Kennedy visited Berlin in June 1963, and expressed his solidarity with the walled-in people of both West and East Berlin, with the memorable phrase, “Ich bin ein Berliner, which produced astounding cheers from the tens of thousands who came to hear him. There are a few German-to-English translators who argue that some of the reaction was due to the fact that “Berliner” is also an idiomatic phrase in Berlin for a bakery confection like a jelly doughnut — so Kennedy’s words were a double entendre that could mean either “I am a citizen of Berlin,” or “I am a jelly doughnut.”  [Be sure to see the comments below, from Vince Treacy (9/28/2010).]  Ronald Reagan went to the same place Kennedy spoke to the Berlin Wall, too, to the Brandenburg Gate, in his famous June 1987 speech which included a plea to the Soviet Union’s Premier Mikhail Gorbachev: “Mr. Gorbachev, tear down this wall!”

Construction of the Berlin Wall, photol collected by Corey S. Hatch

Construction of the Berlin Wall in August 1961 –photo from University of Utah, by Corey Hatch.

Update March 9, 2007: Berlin Airlift information and lesson plans are available from the Truman Library, here, here and here.

Update November 9, 2009: Notes on the 20th anniversary of the fall of the Wall

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If there are fewer posts . . .

August 13, 2006

If I post less often in the next couple of weeks, please forgive me.  I’m in the midst of a flurry of lesson-plan and syllabus preparation, necessitated by several scheduling conflicts.

And that’s a bummer for me, because with schools everywhere starting up for the fall, myriad things to post about pop up every day.

Feel free to drop by and comment, though — please!


Preserving history, for veterans

August 13, 2006

Subsunk over at Blackfive has a question he asks soldiers returning from Iraq. It’s a great question, one that should be asked of every returning soldier.

This is a reminder that history is not just what the academic historians say it is. History is the story of the people who were there, recorded by anyone. You can do your bit for history, too. Go read Blackfive’s post, and think seriously about asking others a similar question. Then record and publish the answer.

We know a lot more about Thomas Jefferson’s views on matters than George Washington, but not because reporters and historians covered Jefferson better. Jefferson wrote it all down, and preserved it, for future generations. Even much of the embarrassing stuff. Washington was much more reserved, often recording in his diary only the weather for the day.

Such recording is, ultimately, the beginning of real civilization. We have a duty to make records to preserve our own memories, and to provide lights for those who follow us — either lights on the path, or lighthouses warning of the rocks.

Blackfive’s question: “What did you do over there that you are proudest of?”


Who pays for what we know?

August 12, 2006

I’ve been thinking a lot about how we pay for the knowledge we use to make life better, and how we have no good way to compensate many who do the most important work.  I had lunch today with some of my former co-workers at Verizon Wireless.  The gaps in pay between the best teachers and market-equivalent jobs in private industry are enormous — 100% or more in many cases.

Even small incentives to keep people in academia can produce huge results.

Over at a new, interesting blog, “Aspirations of a Joint Doc,” blogger Carpus notes that he’s got approval from NIH for a grant to pay off part of his student loans, if he can find funding and devote 80% of his time to research.  It’s supposed to be an incentive to keep this guy working in rheumatology — he saves lives, or reduces pain, or makes life worth living.

And I’d wager that his loan excusal isn’t half of what some companies throw away on projects that waste resources, but pleased a boss somewhere, at some time.

In academia, people are held accountable.  In private industry, stockholders rarely hear about it.

So, what’s this big drive to “make teachers accountable?”  Hello?  Are we even on the same planet?

But I digress.  Go give Carpus some traffic at Aspirations of a Joint Doc.

(Did I mention that he reminds me a lot of David Kessler when Kessler was finishing his pediatric residency, and working the Senate Labor Committee?  Can’t tell you exactly why, and it’s a gut reaction in any case with no data.  Joint doc guys always fascinate me.)


God we trust, to Girard we owe

August 12, 2006

Steel engraving of Stephen Girard, with his signature, by Alonzo Chappel,

Steel engraving of Stephen Girard, the man who personally saved the United States, with his signature, by Alonzo Chappel,”National Portrait Gallery of Eminent Americans from original full length portraits by Alonzo Chappel” Vol I, New York: Johnson, Fry & Co. 1862 “The Cooper Collections” via Wikipedia

Irony strikes the White House.

I mean, you can’t really make stuff like this up.

To be sure, the humor is quite Santayanaesque — if you don’t know the history, you won’t see the irony.

President Bush issued a proclamation noting the 50th anniversary of one of our national mottoes, “In God We Trust.” No big deal, these presidential proclamations. Note the occasion, say it’s worth commemorating, urge citizens to commemorate it “appropriately.”

Somebody in the White House communications commissariat decided to dress it up a little, add some history — you know, pad the proclamation to please the partisan pundits. What better thing to mention than, say, the “Star-Spangled Banner,” our national anthem, which has a line in it, “in God is our trust?” Read the rest of this entry »


Nurture a sense of outrage

August 11, 2006

I suffered through a couple of uninspiring commencement addresses in my day, and a few good ones (Sen. Daniel K. Inouye’s speech at my law commencement even impressed my father, who generally regarded speeches by politicians as pure fluff).

David Lawrence, former publisher of the Miami Herald, delivered an outrageous commencement address at Florida State University.

David Lawrence, former publisher of the Miami Herald, delivered an outrageous commencement address at Florida State University.

Even the good ones generally fall back into platitudinous depths, reminding graduates of the great potential they have to do good . . .

“Be outraged that our great country can figure out how to invest $5 billion dollars every month to try to bring democracy to Iraq, and yet we live in a nation where more than 12 million children live in the full definition of poverty.”

This commencement address popped up in some search or other. If Howard Beale is platitudinous, this is full of platitudes. Sadly, most Americans haven’t a clue who Howard Beale was, or why they should care. Read the rest of this entry »


Twisting recent history (creationism), 2

August 11, 2006

RECAP: It’s only nine months since Judge John Jones’ extremely well-reasoned and carefully-written decision in Kitzmiller vs. Dover Area School District, which declared unconstitutional the efforts by the school board in Dover, Pennsylvania, to sneak creationism into their schools’ biology curriculum. But the revisionists are out in force. On August 8, Joe Carter at Evangelical Outpost posted “10 ways Darwinists help intelligent design,” in extreme length.

Other people were bothered by the post, too. I see that Matt over at Pooflingers fisked the thing, too. I haven’t read his post yet — his is no doubt more incisive than what I’ve written below. But can there be too much taking to task those who would sacrifice our children’s education on a cross of hooey?

You can go read the entire thing at Evangelical Outpost if you want. I’ll post the list of ten, with corrections. History revisionism is an ugly thing, especially when the court decision is still fresh, available and an easy and educational read, and especially on things scientific, where one’s errors may be easier to spot. In keeping with the ethical standards ofthisblog, to expose hoaxes about bathtubs wherever they may appear, here goes;

Part 2: Joe Carter posted his list of ten things scientists do wrong; Part 1 covered the first five, here are numbers 6 through 10:

#6 By invoking design in non-design explanations. Anyone who wonders why so many people find intelligent design explanations plausible need only to listen to scientific community discuss the evolutionary process. Scientists have a complete inability to talk about and explain processes like natural selection without using the terms, analogies, and metaphors of design and teleology.

Take, for instance, the recent finding that leads researchers to believe they have found a second code in DNA in addition to the genetic code. On The New York Times science page we find an explanation by Eran Segal of the Weizmann Institute in Israel:

“A curious feature of the code is that it is redundant, meaning that a given amino acid can be defined by any of several different triplets. Biologists have long speculated that the redundancy may have been designed so as to coexist with some other kind of code, and this, Dr. Segal said, could be the nucleosome code.” [emphasis added]

No! No! No! Scientists note the appearance of design, but scientists go the extra mile; they go on to look for natural explanations for such appearances. Most often they have found a perfectly natural explanation that involves fitness for survival, sexual selection, or chemical and physical necessity, and they have found no intervention outside the critters’ struggle for survival. Read the rest of this entry »


Twisting recent history (creationism), 1

August 10, 2006

It’s only nine months since Judge John Jones’ extremely well-reasoned and carefully-written decision in Kitzmiller vs. Dover Area School District, which declared unconstitutional the efforts by the school board in Dover, Pennsylvania, to sneak creationism into their schools’ biology curriculum. But the revisionists are out in force. On August 8, Joe Carter at Evangelical Outpost posted “10 ways Darwinists help intelligent design,” in extreme length.

Other people were bothered by the post, too. I see that Matt over at Pooflingers fisked the thing, too. I haven’t read his post yet — his is no doubt more incisive than what I’ve written below. But can there be too much taking to task those who would sacrifice our children’s education on a cross of hooey? Read the rest of this entry »


Better history books — tell the story!

August 10, 2006

One of my chief complaints about the history textbooks available in Texas is that they are, ultimately, dull. They don’t sing. The narrative quality suffers. To meet Texas standards publishers make sure to pack the chapters with facts and factoids. But students have a difficult time figuring out what the story is, why the story is important, and why they should care. One way I know things are working in my class is when kids tell me “that’s not in the book, and that’s cool” (even though, yes, it is in the book). If the kids think it’s a good story, they let me know — and it sticks with them.

History is where we tell our cultural myths, and I use the word “myth” in the sense that a rhetorician or rhetorical critic would: Those stories around which we build our lives.

I hope to be able to present the Texas State Board of Education with serious criticism of the textbooks in the next round of approvals, to urge them to let the publishers loose to really tell the stories that make up the story of America — knowing about the de Llome letter might be part of an interesting narrative of the Spanish-American War, but the narrative should be the focus, not the letter itself (if you don’t know what that letter is, you’re in good company; it’s an interesting factoid, but not really critical to understanding the war, or the times).

I look around the web to see what other teachers see and think, too. At a blog called In the Trenches of Public Ed., a veteran and probably very good teacher addresses the same issue. Go see.

History is not a collection of dates memorized. History’s value is in the stories, told parable-like, that warn us from future error, or call us to keep on a steady path. George Washington’s story is impressive, for example; it’s more impressive when we recognize and understand that he fashioned his life around that of his hero, Cincinnatus, the Roman general who, given the powers of dictator in 458 B.C., vanquished the threatening armies of the barbarians, and then resigned the dictatorship to return to his plow. That story is not in the textbooks. More the pity.


Idaho grant to open college doors

August 10, 2006

Idaho’s state education board got an $18 million grant which the board will use chiefly to provide scholarships to college for graduates of high schools with predominantly low-income students. While about 80% of eligible kids graduate from high school in Idaho, only 40% go to college. Idaho is funding up to four years of scholarships to try to change those numbers. I found the story from KVFI TV, Channel 6, Pocatello-Blackfoot-Idaho Falls.


World War II – Stick to the facts

August 9, 2006

Today (August 9, 2006) is the 61st anniversary of the dropping of an atomic bomb on the city of Nagasaki, Japan, by the United States. While we in the U.S. commemorate such events with full disclosure of information, sometimes to the discomfort of people who do not want a discussion on the use of such weapons, Japan itself is often reluctant to confront and acknowledge its actions in the war, actions which prompted President Truman to determine atomic bombs were the most humane solution to a quick end of the war.

High schools in Japan are using right-wing history textbooks that tend ot whitewash the role of Japan in World War II. Go see the brief article here, in China’s Peoples Daily On-Line.

Rational discourse and debate on the control of nuclear weapons in order to assure justice and peace depends on our understanding the truth about the use of nuclear weapons. Textbooks which distort the truth, either by omitting facts or selectively endorsing them, tend to keep us away from both justice and peace.

Also see this post, Atomic Anniversaries.


How about sexy history?

August 9, 2006

CNN carries the Associated Press report on the new study: Sexy music triggers teen sex.

According to AP:

Teens who said they listened to lots of music with degrading sexual messages were almost twice as likely to start having intercourse or other sexual activities within the following two years as were teens who listened to little or no sexually degrading music.

If only it were so easy! Shelly Batts at Retrospectacle points out the science error (which is actually noted in the AP story). (The original study is in Pediatrics; an abstract of the article is here, free of charge. I have not found a free source for the ful text.) Consider how we could use this research, were it accurate.

  1. The story related in the musical 1776! about how a conjugal visit from Martha Jefferson got Thomas off the dime to complete the Declaration of Independence would hold the rapt attention of kids who normally can’t tell the difference between the Declaration and the U.S.S. Independence.
  2. Woodrow Wilson’s romance after the death of his first wife would be a critical lead-in to a lesson about Wilson’s 14 Points, the Treaty of Versailles, the end of World War I and the setup for World War II.
  3. No student, knowing of the love Archduke Ferdinand had for Sophie, would ever forget the act that triggered World War I.
  4. Students would hide copies of The Autobiography of Benjamin Franklin with the good passages highlighted, to pass around. They’d want to go to London in their youth to work in a publishing house, and to Paris in their old age, to play chess with the ladies. Heck, they might even take up playing Franklin’s glass harmonica, and learn Mozart’s pieces written for the instrument, to see if it really drove ladies into fits of uncontrollable passion.
  5. Warm Springs, Georgia, might become a key Spring Break destination, to see if the warm waters would do for teenagers what it seemed to do for the libido of Franklin Roosevelt.
  6. Harry Truman would be devalued in the rankings of “better presidents.”
  7. Boys Nation of the American Legion would be overwhelmed with applicants trying to follow in the footsteps of Bill Clinton.

Oh, I’m sure we can find more. Richard Feynman’s stories of seduction would make the history of Los Alamos and the Manhattan Project crackle to life, and boys would try to impress the girls with their understanding of the binding curve of energy. Read the rest of this entry »