Posts tagged ‘public policy’

August 4th, 2012

The Social Darwinian Revolution

by Max Andrews

Evolutionary Theories of Marriage and Mating

“All those who have most closely studied the subject, and whose judgment is worth much more than mine, believe that communal marriage was the original and universal form throughout the world, including the intermarriage of brothers and sisters.”  Charles Darwin, The Descent of Man, Book II, pp. 358-358

The Kinsey Revolution (Alfred Kinsey)

  • Grew up in South Orange, NJ
  • Classmates predicted as “second Darwin”
  • Earned doctorate from Harvard, majoring in animal and plant taxonomy
  • Early work on gall wasps, but switched focus to human sexuality in 1930’s
  • By 1940’s received funding from the National Academy of Sciences and Rockefeller Foundation for study of human sexuality
  • Sexual Behavior in the Human Male released in 1948.
  • Reduced sexuality in the “human animal” to the product of normal mammalian biology
  • Claimed his research was neutral and value-free, but his comments undercut this claim
  • Kinsey’s unorthodox personal life
  • Pressured associates to engage in mutual sex
  • Engaged in masochistic sexual activities
  • Pressured students to submit to invasive interviews
  • Hated religion
    read more »

May 29th, 2012

What Are the Top Three Flaws in Darwinian Evolution, as Taught Today in Public Schools?

by Max Andrews

Reblogged from Casey Luskin with Evolution News and Views.

Unfortunately most public schools do NOT teach about the flaws in evolutionary theory. Instead, they censor this information, hiding from students all of the science that challenges Darwinian evolution. But in a perfect world, if the evidence against Darwinian theory were taught, these would be my top three choices:

    • (1) Tell students that the fossil record often lacks transitional forms and that there are “explosions” of new life forms, a pattern of radiations that challenges Darwinian evolutionary theory
    • (2) Tell students that many scientists have challenged the ability of random mutation and natural selection to produce complex biological features
    • (3) Tell students that many lines of evidence for Darwinian evolution and common descent are weak:

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