What’s the difference between school and prison?

June 5, 2007

Kevin Siers of the Charlotte Observer, in the Star-Courier, Highlands-Crosby, Texas, March 11, 2004

Give up?

Yeah, often the students give up, too. If you don’t know the answer, your school may resemble a prison.

Gary Stager’s post with jarring comparisons is here, at District Administration’s Pulse! blog. [District Administration purges its archives about every three years, it turns out; here is a copy of Mr. Stager’s column courtesy the Wayback Machine – Internet Archive.]

When the elder Fillmore’s Bathtub son attended intermediate school, he complained of the discipline. So did a lot of other good kids. We got a call from a parent asking if we’d join in a meeting with the new principal, and hoping to learn things were really hunky dory and offer assurances to our son, we went.

Read the rest of this entry »

Fighting history hoaxes

May 11, 2007

Daily Kos I don’t get to daily. But here’s a post I did see that all history teachers ought to read, if only to raise their consciousness about the frauds that plague us every day: Help Fight Fake History that Powers the American Right.

Fight fake historyChris Rodda needs help supporting her research against all the old dogs of history revisionism, and the post from Troutfishing goes through most of the dishonor roll: D. James Kennedy, David Barton, Catherine Millard, and Chuck Norris

Rodda’s blog series can be found at Talk2Action.

My interest in getting history done right was kindled when high school teachers mentioned early versions of David Barton’s work — stuff that showed up on tests, though anyone who had read our texts and had a passing knowledge of real history would have known was in error. As a staffer in the U.S. Senate I had to got to read letters from people who bought the Barton tales lock, stock, and monkey barrel, and who consequently felt that everyone else on Earth was lying to them.

I wish Rodda luck.


Fearful IDists can’t meet ethics challenge in Dallas

April 10, 2007

Advocates of intelligent design at the Discovery Institute have been rattled by the strong showing of scientists at Southern Methodist University who called their bluff, and questioned SMU for hosting an ID conference this week. SMU’s officials pointed out they were just renting out facilities, and not hosting the conference at all.

The ID conference, with special religious group activities preceding it, is scheduled for April 13 and 14 at SMU. It is a rerun of a similar revival held in Knoxville, Tennessee, last month. The conference features no new scientific research, no serious science sessions with scientists looking at new research, or new findings from old data.

In return, ID advocates “challenged” scientists to show up at a creationist-stacked function Friday evening. To the best of my knowledge, all working scientists declined the invitation, on the understanding that in science, there is no debate.

This morning’s Dallas Morning News features the expected desperation move by Discovery Institute officials Bruce Chapman and John West. They accuse the scientists of being “would-be censors.”

This is highly ironic coming from the group that spent tens of thousands of dollars trying to convince the Texas State Board of Education to censor and bowdlerize* Texas biology books in 2003.  (*  Thanks, Jim Dixon)

But go read the stuff for yourself. Some of us have real work to do today, and there is not time for the appropriate, godly Fisking this piece deserves right now. (Readers? Friends?)

My dander is up, however, and I offer a counter challenge:

Discovery Institute, what is it you’re afraid of? Let’s meet, and discuss the ethical challenges you’ve experienced in this discussion. Specifically, let’s discuss:

One, your misrepresentation of the science of Darwin, and your repeated attempts to mislead school officials — remember the claim in Ohio that federal law requires discussion of intelligent design? Was that a hoax that fell flat, or an honest misunderstanding? In any case, we still await your disowning of the falsehood, years later.

Two, your support of unethical screeds against science and scientists. I’ll mention one here: You need to disown the dishonest and unethical work of Jonathan Wells. Look at his book, Icons of Evolution, which is promoted at your website. I call your attention to his chapter of misinformation against the work of Bernard Kettlewell on peppered moths. Check out the citations in his chapter. If one believes his footnotes, there are many scientists who support his views on Kettlewell’s pioneering and still valid work. You need to acknowledge that the footnotes are ethically challenged; you need to acknowledge in print that each of the scientists involved, and others, have disowned Wells’ work and said that his claims misrepresent their work and the status of science. In polite, scientific terms, these people have called Wells a prevaricator. You still promote his screed as valid.

Three, your support of name-calling must stop. Especially, you need to pull your support from books, conferences, and editorial pieces that say evolution was a cause of the Holocaust. The attempts to connect Darwin to Hitler are scurrilous, inaccurate, unethical and unholy.

Chapman, West, the Methodist Church does not endorse your views on evolution, and if they understood your tactics I suspect they would disown your tactics as well. You are guests on a campus that does serious science work and also hosts people of faith. You need to bring your organizations ethical standards up to a higher level.

You want a debate? The science journals are open — the federal courts have repeatedly found that claims of bias against you are completely unfounded (untrue, that is . . . well, you understand what I’m trying to say politely, right?). The journals await your research reports.

All of science has been awaiting your research reports for years, for decades. (Here’s one famous case: “Three Years and Counting,” at Pharyngula (a science-related blog run by an evolutionary biologist).

You want to debate? Stop hurling epithets, and bring evidence.

As an attorney, parent, teacher, and reader of Texas biology textbooks, I’d be pleased to debate your need to change your ways. The debate needs to focus on your methods and ethics. Are you up to it?

Earlier posts of interest:


Fisking Paszkiewicz — or virtual carnage in Kearny, N.J.

February 20, 2007

That kid in New Jersey whose town turned on him, on the town’s internet bulletin board, after he ratted out the history teacher who was preaching instead of teaching? He’s still under attack.

The teacher took some time out to defend his odd views in the local paper. His letter is several weeks old, and it’s been fisked by others, but I want my licks. I fisk the letter below the fold. Read the rest of this entry »


Guess who said it: Quote for the day

January 26, 2007

The first step to maintained equality of opportunity amongst our people is, as I have said before, that there should be no child in America who has not been born, and who does not live, under sound conditions of health; who does not have full opportunity for education from the kindergarten to the university; who is not free from injurious labor; who does not have stimulation to ambition to the fullest of his or her capacities. It is a matter of concern to our government that we should strengthen the safeguards to health. These activities of helpfulness and of cooperation stretch before us in every direction. A single generation of Americans of such a production would prevent more of crime and of illness, and give more of spirit and progress than all of the most repressive laws and police we can ever invent — and it would cost less.

Who said it? Who prescribed such a “socialist” plan for our children? John Dewey?  Hillary Clinton?  Answer below the fold.

Read the rest of this entry »


No “Grito” on video

November 15, 2006

It’s amazing what is not available on video for use in the classroom.

Texas kids have to study the “Grito de Dolores” in the 7th grade — the “Cry from Dolores” in one translation, or the “Cry of Pain” in another (puns in Spanish! Do kids get it?). Father Miguel Hidalgo y Castillo made the speech on September 16, 1810, upon the news that Spanish authorities had learned of his conspiracy to revolt for independence. The revolution had been planned for December 8, but Hidalgo decided it had to start early.

This date is celebrated in Mexico as Independence Day. Traditionally the President of Mexico issues an update on the Grito, after the original bell that Father Hidalgo used is rung, near midnight.

Hidalgo himself was captured by the Spanish in 1811, and executed.

It’s a great story. It’s a good speech, what little we have of it (Hidalgo used no text, and we work from remembered versions).

Why isn’t there a good 10- to 15-minute video on the thing for classroom use? Get a good actor to do the speech, it could be a hit. Where is the video when we need it?Father Hidalgo issues the Grito

Statue of Father Hidalgo in Dolores, Mexico


Texas Republicans urging Marxism be taught?

October 19, 2006

Lenin at Goff's Hamburgers, Dallas (2003)

Lenin does Dallas

No rational person would believe Texas Republicans would call for Marxist economics to be taught in Texas high schools, not even as a part of a “teach the controversy” movement.

The one-semester economics class does not lend itself to giving students backgrounds in economic models that compete with the consensus, free-market view, and even if it did, Marxism would be way down the list of what most Texans would think appropriate to teach. For illustration, consider that when the Soviet Union broke up, a Soviet-produced statute of Lenin was purchased by a Dallas hamburger magnate, placed outside one of his outlets with a plaque commemorating the Cold War, and noting: “America won.” (Alas, Goff’s is gone, as is the statue.)

So, either the Texas Republicans have gone non-rational, or they just were not thinking when they put in their party platform a requirement that alternative theories and their controversies be taught, in social studies.

Confused yet? Tony Whitson at Tony’s Curricublog explains:

But why is this provision regarding social studies tucked into the platform point on “Theories of Origins”? Apparently it reflects an agenda that includes teaching from a creationist standpoint not only in science, but in social studies and other subjects as well.

Someone who’s familiar with curriculum conflicts over recent years will recognize the entire education section of the platform as coming chapter and verse from Phyllis Schlafly’s Eagle Forum. The agenda they are pushing here is not something home-grown in Texas, but an agenda that we can expect to see being advanced all over the United States.

Well, Texas politics being what it is, the likelihood that a plank from any party’s platform could make it into law is a bit remote right now. And it seems clear that the intent was to go after science and evolution, not economics. Udall’s Law of Unintended Consequences says such efforts will produce unexpected and undesired results, and here we have a good case in point.

People are gearing up for fights on history and biology texts in Texas — economics, too? Ouch.


Behind “kill all the lawyers”

September 24, 2006

In an otherwise informative post about a controversy over alternative certification for school administrators, at EdWize, I choked on this:

The Department leaders, Klein, Seidman and Alonso, lawyers all (perhaps Shakespeare was correct), are rigid ideologues who have alienated their work force as well as the parents of their constituents

Did you catch that? Especially the link to the Shakespeare line, “The first thing we do, let’s kill all the lawyers?”

This is not exactly history we’re fisking here — it’s drama, I suppose. Still, it falls neatly into the category of debunkings, not too unlike the debunking of the story of Millard Fillmore’s bathtub.

The line from Shakespeare is accurate. It’s from Henry VI, Part II. But it’s not so much a diatribe against lawyers as it is a part of a satirical indictment of those who would overthrow government, and oppress the masses for personal gain.

It is Dick the Butcher who says the line. Jack Cade has just expressed his warped view that he should be king, after having attempted a coup d’etat and taken power, at least temporarily. Cade starts in with his big plans to reform the economy — that is, to let his friends eat cheap or free.

Dick chimes in to suggest that in the new regime, the lawyers ought to be the first to go — they protect rights of people and property rights, and such rights won’t exist in Cade’s imagined reign. Cade agrees. The purpose of killing the lawyers, then, is to perpetuate their rather lawless regime.

At that moment others in Cade’s conspiracy enter, having captured the town Clerk of Chatham. The man is put on trial for his life, accused of being able to read and keep accounts. Worse, he’s been caught instructing young boys to read. Read the rest of this entry »


Evangelism vs. scholarship: Bible study in public schools

September 15, 2006

Last year the Texas Freedom Network (TFN) published a revealing study showing that most curricula for Bible study in public schools promote Christian faith more than they study the Bible. The study was done by a witty and amusing professor of religion from Southern Methodist University, Dr. Mark Chancey.

This week they followed up that study with a detailed look at Bible studies courses in Texas public schools, as they are actually presented to students. It’s not pretty.

In their press release, TFN said:

Clergy, Parents Voice Concerns About Public School Bible Classes

New Report Reveals Poor Quality, Bias, Religious Agendas in Texas Courses

FOR IMMEDIATE RELEASE
September 13, 2006

AUSTIN – Clergy and parents are voicing serious concerns that Bible classes in Texas public schools are of poor quality and promote religious views that discriminate against children from a variety of faith backgrounds.

“The study of the Bible deserves the same respect as the study of Huck Finn, Shakespeare and the Constitution,” said the Rev. Dr. Roger Paynter, pastor of First Baptist Church of Austin. “But in some public schools, Bible courses are being used to promote an agenda rather than to enrich the education of our schoolchildren.”

Dr. Chancey is a solid scholar of the Bible. His criticisms are detailed and often understated, in a business where criticism is generally more hyperbole than substance. Especially if you live in Texas, you should read the report.

In the original study, Chancey noted that some nationally-promoted curricula for Bible studies had plagiarized some of their most important materials, in one case including the entire section on honesty as defined by the Ten Commandments. Dr. Chancey does not write drily — he really does a great job turning words. Both studies are well worth the reading.

First Amendment charlatans are fond of quoting the Supreme Court’s decisions in school-and-religion cases since World War II, in which the Court urges critical studies of scripture, saying such studies are legal and good. Then the charlatans go on to advocate Bible studies that are devotional, confusing a Sunday school class-style of scripture study with the critical literature study the Court actually urged. These reports leave little room for squirming by those advocates.

Last time around, TFN held a meeting here in Dallas featuring Dr. Chancey talking about the report and the reaction to it from the religious right (they were stunned into saying many really stupid things). It was a fun night, and I hope TFN will do it again.

Other coverage of the report:

If you see a particularly good story on the study, will you please send me a link?

Patriots and Christians don’t let children take crappy Bible studies courses:

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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 »