Dear Elected Representatives of the State of Missouri,
Hello. You probably don't remember me. I'm one of the faceless thousands who foots the bill for your activities. It's been a while since we've talked, and that's my fault - sorry! There are so many things to do, filling up the day, aren't there? However, at this time, there are a few small concerns that I would like to bring up regarding a little piece of legislation called
Missouri House Bill 2554, which was first read on 1st April 2008.
It seems as though one of your number, a Dr Robert Wayne Cooper (Republican, Camdenton), has elected to submit a bill before your august body, calling for the ammendment of a "new section [into chapter 170, RSMo] relating to teacher academic freedom to teach scientific evidence regarding evolution". While Dr Cooper of course has every privilege to do so, I would like to ask you to consider the language and intent of this bill for just a moment.
First, it appears that some of your number may still labour under the misapprehension that "
academic freedom" can be ensured by the passage of a bill which rigidly and archly defines just exactly what teachers are free to do, specifically, "to teach scientific evidence regarding evolution". This is not the way that "academic freedom", as you call it, works. Allow me to explain.

The concept of "academic freedom" is, to paraphrase, a Trojan horse. As you will no doubt remember, at the end of ten years' fighting in an attempt to gain access to the city of Troy, Homer's Mycenaean armies, having failed to breech the walls of Troy, construct the statue of a horse made in wood, which they leave at the gates of the city. Priam and company, deciding that it is a gift given in honour of their prowess in battle, pull the horse into the city, whereupon the Greeks concealed within the horse make their way out, open the gates of the city, and allow their fellow Greeks into the city, at which point Troy is razed to the ground and all of her denizens are put to the sword or enslaved. The ancient world was a rough place, no one denies that, but what has this larking about with wooden horses to do with "academic freedom"? I shall explain.
The importance of the Trojan horse concept is that it implies that, by trickery, a previously sound concept or method is to be undermined. In this case, the rigid definition of the areas affected (Section A 1., lines 10-12), very specifically address this point: "...teachers shall be permitted to help students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of theories of biological and chemical evolution." This tells us which area of the vast realm of "academic freedom" it is that the author of the bill is interested in undermining... er, freeing. Unsurprisingly, it is the area of "...the scientific strengths and scientific weaknesses of theories of biological and chemical evolution".

"But surely," you ask, "there
are areas of weakness in theories of biological and chemical evolution, aren't there? Because scientists don't always agree with each other, do they? And there are competing theories in science - right?" And you would be correct, to an extent, if by "biological and chemical evolution" you are referring to some very specific problems in the science of archaeo-biology, cosmology, genetics, paleontology and evolutionary biology, in general.
So it sounds reasonable, on the face of it. How could anyone object to such a notion: teachers shall "help students understand". Isn't that what they're meant to be doing? Isn't that why a teacher is put into the classroom in the first instance? Of course it is. But there are a few snags with this simplistic view.
First, to suggest that there are "weaknesses", without understanding the body of information on which our knowledge of those fields is based is at best disingenuous. To suggest to students that scientists do not always agree with each other, and that science, that
knowledge itself periodically undergoes revolutions and evolutions is entirely accurate. But these revolutions, these evolutionary changes occur within a context - and that context is one of the
scientific method. Any scientist, or, for that matter, any amateur who is gifted enough and talented enough, can propose a change or an alteration to any part of any theoretical underpinning of
any science, at
any time. Even in our modern age, with its specialisation and definite delineations between various disciplines, in some sciences, amateurs still play a crucial part - in astronomy, geology, and paleontology, to name but three. But to propose that you know something about the natural world that is not yet otherwise known - to do that, you must have evidence, you must be able to reproduce your results (if that is applicable), and you must let other people who are expert in your field review your data. Why does science work that way? Because for the last two hundred years, indeed, roughly since the foundation of the United States, the technological and scientific advanced in which we all, every one of us, revel in some way or another have been built on that framework. Observe. Collect. Predict. Test. Repeat.
Secondly, there is the problem of the disingenuous claim. When the reporting of the passage in the house committee of HB2554 amounts to victorious crowing on the part of the
Discovery Institute (sorry, but it seemed best to link directly to them in this case), then you know, like seeing ellipses in a creationist's quote of anyone, that you had better examine your sources more closely. And you will find, upon examination, that the "academic freedom" claim has been trumpeted before, by social conservatives, seeking to drive a "wedge" into the heart of scientific naturalism. It was first exposed in the now-famous "
Wedge document". This is the point at which you must ask yourself, which is worth more? The science and technological progress of the past two centuries, or the aspirations of a group of self-appointed denialists? Because that, in essence, is the question.
Thirdly, there is the vexed problem of the teachers themselves. I have some experience of teachers, both first-hand and anecdotal, and I have recently been researching schools in the Kansas City metropolitan area, and I regret to report that I have some news for you. Frequently, particularly in smaller schools, the science teacher is not teaching science out of a deeply-founded love for the field, or because they considered it their calling to be a science teacher. They are teaching science because, to all intents and purposes, they lost a bet. In the last four years, teachers have routinely turned up at the science store run by my wife's parents, and said: "I've just found out that I'm teaching science." Certainly, in larger metropolitan schools that is less often the case, and there some excellent science teachers out there. A number of them taught me (or tried to teach me, in the case of my chemistry professor), twenty years ago. But bizarrely, when so much of our world requires science and technology to understand what we do on a daily basis, science seems to be the discipline which can be handed over to the safe and calloused hands... of the school football coach. Don't get me wrong, that football coach may also be an excellent teacher. He or she may, as was the extraordinary case at my school, also have a deeply founded love of ancient history and the Latin language. But then again, he or she may not. Is that really the sort of thing that we want to leave to chance?
Students are in school to be taught, to the best of the ability of the best teachers that a given school can afford to employ. They are there to be taught the subjects that will give them the best possible chance of achieving the most that they possibly can in their lives - that is the beauty of the public school system. It can also be the downfall of the system, when children are taught incompletely, irresponsibly, or inaccurately.
Yes, I'm a voter. I vote in the state of Missouri. And I would suggest that a vote for this piece of legislation will undermine any confidence that I might have in you. I don't care if you give homes to the deserving poor, enable small farmers to earn decent livings so that they don't have to hold down truck-driving jobs to keep their farms viable, finally enact progressive taxation, adopt state-wide mandatory green energy and recycling programmes, and put kittens in the hands of deserving children - I will vote you out, as will every other right-thinking, moral, intelligent, and up-standing citizen of this state. Because once we have voted you out, we can elect our own candidates to give out the free kittens (and do all of those other things that I mentioned, too). That is how the system works.
The choice, for the moment, is yours. But, in the longer term, it is ours, and I hope that you will remember that as you consider this issue with the due care and attention that it deserves.
Thanking you very much for your time, I remain,
Very sincerely yours,
William Nedblake
A Voter