Evolution Controversy

B. Fowler Thomas

Description

In the emotional debate surrounding evolution, it is often difficult to cut through the competing agendas to gain an unbiased understanding of the scientific issues involved. The Evolution Controversy provides a resource for doing so. The authors leave aside the profound philosophical and religious issues involved in the controversy in favor of a balanced and critical examination of the four major schools of thought involved: Neo-Darwinism, Creationism, Intelligent Design, and Meta-Darwinism. The focus is on an objective evaluation of the scientific merits of each school, as well as an examination of areas of agreement and disagreement among the schools. The goal is to equip readers, whether students, church leaders, or the general public, to come to their own informed conclusions.

Sujets

• Philosophie et théologie
• History of science
• Evolution

Informations

• Publié par: Baker Publishing Group
• Date de parution: 01 août 2007
• Nombre de lectures: 0
• EAN13: 9781441201645
• Langue: English

Extrait

T HE E VOLUTION C ONTROVERSY
T HE E VOLUTION C ONTROVERSY
A SURVEY OF COMPETING THEORIES
THOMAS B. FOWLER AND DANIEL KUEBLER
2007 by Thomas B. Fowler and Daniel Kuebler
Published by Baker Academic a division of Baker Publishing Group P.O. Box 6287, Grand Rapids, MI 49516-6287 www.bakeracademic.com
Printed in the United States of America
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means-for example, electronic, photocopy, recording-without the prior written permission of the publisher. The only exception is brief quotations in printed reviews.
Library of Congress Cataloging-in-Publication Data Fowler, Thomas B., 1947- The evolution controversy : a survey of competing theories / Thomas B. Fowler and Daniel Kuebler. p. cm. Includes bibliographical references. ISBN 978-0-8010-3174-8 (pbk.) ISBN 10: 0-8010-3174-5 (pbk.) 1. Evolution (Biology) 2. Natural selection. 3. Evolution (Biology)-Religious aspects-Christianity. I. Kuebler, Daniel, 1971- II. Title. QH367.F75 2007 576.82-dc22 2007011459
To Nellie, for your constant support and encouragement, and to Joseph, Patrick, and Carolyn, for all the future holds. D. R. K.
To Maika, for your love and devotion, and to Isabella, may your talents and efforts make the world a better place. T. B. F.
C ONTENTS
List of Illustrations
Preface
Part 1: Background on the Controversy
1. Introduction
2. A Brief History of Evolutionary Thought
3. A Review of the Evidence
4. The Principal Points in Dispute
Part 2: Discussion of the Major Schools of Thought
5. The Neo-Darwinian School
6. The Creationist School
7. The Intelligent Design School
8. The Meta-Darwinian School
Part 3: Policy and Outlook
9. Public Policy Implications of the Evolution Controversy
10. Summary and Assessment of the Evolution Controversy
Glossary
Bibliography
I LLUSTRATIONS
Figures
1.1. Dueling auto emblems
1.2. Relationship of schools of thought in the evolution controversy
1.3. The three tiers of evolution
1.4. Creationist lawn versus Neo-Darwinian tree models of evolution
2.1. Aristotle s scala naturae
2.2. Supposition of different rock layers
2.3. Homologous structures
2.4. Fly mutants
2.5. Fisher s graph of the magnitude of mutational change versus its chance of improving the organism
2.6. Fitness landscape
2.7. Homeotic fly mutants
3.1. Improper use of inference and extrapolation in scientific explanation
3.2. Cross section of human retina
3.3. Geological timescale
3.4. The organization of the brain in a rat, monkey, and human
3.5. Universal genetic code
3.6. Hox clusters
3.7. Galapagos finch species
4.1. Classification of humans as illustration of common descent from ancestors
4.2. Operation of mutation and natural selection
5.1. Logical structure of Neo-Darwinian theory
5.2. Common descent evolution under the Neo-Darwinian paradigm
5.3. Types of eyes found in mollusks
5.4. TCA cycle
5.5. Primitive horseshoe version of the TCA cycle
5.6. Devonian tetrapod Ichthyostega
5.7. Potassium channel
6.1. AiG view of the Culture Wars
6.2. Logical structure of the Creationist theory
6.3. Speed of light measurements over three centuries
6.4. Erosion on sedimentary rocks
6.5. Deposits from the Mount St. Helens eruption, 1980-1982
6.6. Representative geology of the earth prior to flood events according to the hydroplate theory
6.7. Hypothesized decay rates
6.8. Difference in diffusion rates of helium through biotite
7.1. Cartoon about Intelligent Design in the classroom
7.2. The logical structure of the Intelligent Design school
7.3. Dembski s design filter
7.4. Balancing Rock, Digby, Nova Scotia
7.5. Bacterial flagellum
7.6. Icosahedral virus and cylindrical virus
7.7. Motor proteins
7.8. Side-by-side comparison of models of the type III secretory system on the left and the bacteria flagellum on the right
8.1. The logical structure of Meta-Darwinian theories
8.2. Speciation branching of phyletic gradualism and allopatric speciation
8.3. Different levels of natural selection
8.4. Umbilicus
8.5. Expression pattern of various Hox homeotic genes
8.6. The three developmental possibilities for developing limb buds
8.7. The morphogenetic field of the developing vertebrate eye
8.8. Spontaneous pattern generated by slime mold aggregation
8.9. An example of a hypercycle
8.10. An autocatalytic set
Tables
1.1. Distinguishing the four schools with respect to the tiers of evolution
1.2. Distinguishing the four schools with respect to evolutionary hypotheses
1.3. Public acceptance of theories about evolution
2.1. Darwin s predictions and assumptions and their current status
3.1. Inferences based on traits of living organisms
3.2. Inferences based on radiometric dating and characteristics of the fossil record
3.3. Inferences based on variation and diversity in populations
3.4. Inferences based on physiological and developmental characteristics of organisms
3.5. Inferences based on genetic characteristics of organisms
3.6. Inferences based on characteristics of living species
4.1. Summary of the principal points in dispute in the evolution controversy
5.1. Summary of arguments for and against Neo-Darwinian theory
5.2. Neo-Darwinian school and the ten criteria of a genuine scientific theory
6.1. Comparison of standard and Creationist perspectives on historical geology
6.2. The CCC Model interpretation of the geologic column (strata)
6.3. Creationist school and the ten criteria of a genuine scientific theory
7.1. Comparison of Intelligent Design and Neo-Darwinian explanations of observed evidence related to evolution
7.2. Intelligent Design school and the ten criteria of a genuine scientific theory
8.1. The major ideas grouped under the umbrella heading of Meta-Darwinism
8.2. Summary of Meta-Darwinian theories
8.3. Meta-Darwinian school and the ten criteria of a genuine scientific theory
9.1. Summary of the public policy issues in dispute in the evolution controversy
10.1. Accomplishments, issues, and challenges for the Neo-Darwinian school
10.2. Accomplishments, issues, and challenges for the Meta-Darwinian school
10.3. Accomplishments, issues, and challenges for the Intelligent Design school
10.4. Accomplishments, issues, and challenges for the Creationist school
10.5. Proposed Tests to Distinguish the Four Schools of Evolution
P REFACE
Most people are aware that there is some type of controversy surrounding evolution. However, given the complex and expansive nature of the subject matter it can be difficult to pinpoint what the main issues are or what exactly is at stake. Compounding this problem is the fact that most of the literature on the subject is written by partisans who have a vested interest in the outcome. Not surprisingly, these authors often do not present the scientific data in an impartial fashion. They tend to bolster their own case by ignoring certain pieces of data, while simultaneously building a straw man out of their opponents position.
In the course of our lectures and discussions on the topic, many people have asked if there is a book that could help them make beter sense of the controversy, a book that provides an unbiased scientific overview of the leading theories about evolution. Unfortunately there was no single book we could recommend. This book is an attempt to address this deficiency.
Because the evolution controversy is so multifaceted, and the literature on it is so voluminous, no single book, including this one, can do justice to every important question. With this in mind, we have attempted to provide an objective look at (1) the relevant scientific facts regarding evolution and (2) the scientific merits of the major schools of thought regarding evolution. Other issues such as the theological and cultural aspects of the controversy are discussed only insofar as they impact the scientific arguments. Our book is intended for those who are aware of the scientific controversies swirling about the theory of evolution and who seek an objective reference that will help them critically evaluate the myriad articles and books on the subject that appear every year.
Toward this end, we address many of the questions that students, colleagues, and friends routinely ask about the subject:
Is evolution a fact or a theory?
Why is the Neo-Darwinian theory of evolution so widely accepted by the scientific community?
Is the Neo-Darwinian theory as well verified as other scientific theories, such as the heliocentric theory of the solar system?
Does the evidence for Neo-Darwinism justify labeling its critics as yahoos ?
Do Creationist and other attacks on Neo-Darwinism pose a danger to the independence and integrity of science?
Do Creationists want to discard all scientific evidence and replace science textbooks with the Bible?
Is the idea of Intelligent Design just another cover for Creationism, a Trojan horse clumsily trying to break into the scientific community?
Is science restricted to naturalistic (as opposed to supernatural) explanations by virtue of its nature as a process, or is it a matter of how we choose to define science?
What would it mean for science if all naturalistic explanations of evolution broke down?
To what extent is the accepted theory of evolution necessary for the teaching of science, for the day-to-day conduct of it, and for research?
What, if anything, should be taught in the classroom about Creationism and other competing theories?
We will try to answer these questions impartially, but as befits an objective examination, we will not take a position on which is the best or true theory; readers will have to make that judgment for themselves. It is our hope that this book will equip readers with the background necessary to read and analyze books, articles, and other materials on ev