A PAUSE FOR LATE BREAKING NEWS

My last blog mentioned how the (NEA) National Educational Assoc.) takes a very humanistic stance on classroom education, advocating only the teaching of evolution in classrooms around the country. 

Before continuing our discussion, I want to pause and print excerpts (see ARTICLE EXCERPTS below) of a news story I read today.  It has to do with a study done by some men named Berkman and Plutzer (obviously evolutionists) which was published Jan. 27 in the journal Science.

Note that those authorities who hold an evolutionary position are very concerned that 13% of the teachers surveyed advocate teaching creationism in their classes and that only 28% follow national guidelines on teaching only the position of evolution .  Wow!  Why are they so concerned?  What happened to freedom in the classroom?  Listen – they even suggest that all high school teachers be re-educated (shall we call it “indoctrinated”?) and university level teaching be "beefed up"  to enforce their pre-conceived conclusions that evolution is true science and creationism is false.  How about THAT for humanistic control of what your children learn in the classroom?  I have underlined a couple of sentences that I feel are very revealing. 

Yes, there is a battle going on in our classrooms across the country and I’m encouraged that teachers who take a Creationist position are starting to stand up and teach the TRUTH.  You can read the whole article by clicking on the following web page: 

Read more: http://www.foxnews.com/scitech/2011/01/28/hs-biology-teachers-advocate-creationism-class/#ixzz1CZsEiQN2

ARTICLE EXCERPTS below:

The majority of high-school biology teachers don't take a solid stance on evolution with their students, mostly to avoid conflicts, and fewer than 30 percent of teachers take an adamant pro-evolutionary stance on the topic, a new study finds. 

And 13 percent of these teachers advocate creationism in their classrooms.

"The implications for us are very concerning, that there are teachers who are not teaching science, who are not teaching some of the core tenants of science," Francis Eberle, who was not involved in the study and serves as the executive director of the National Science Teachers Association, told LiveScience.

The data was collected from 926 nationally representative participants in the National Survey of High School Biology Teachers, which polled them on what they taught in the classroom and how much time they spent on each subject. They also noted the teachers' personal feelings on creationism and evolution.

Only 28 percent of high-school biology teachers followed the National Research Council and National Academy of Sciences recommendations on teaching evolution, which include citing evidence that evolution occurred and teaching evolution thematically, as a link between various biology topics.

In comparison, 13 percent of the teachers said they "explicitly advocate creationism or intelligent design by spending at least one hour of class time presenting it in a positive light." These are mostly the same group of teachers (about 14 percent) who personally reject the idea of evolution and the scientific method, and believe that God created humans on Earth in their present form less than 10,000 years ago. (That 14 percent included teachers' personal beliefs, regardless of whether they taught these in the classroom).

The study's authors suggest that states should require all education majors to take a stand-alone evolution course at the university level before they can become science teachers, while school systems should offer follow-up refresher courses for those already teaching. Extra evolution courses would encourage teachers to embrace evolutionary biology, and make it easier to teach confidently, Berkman said.

Others don't agree that's the answer. "If someone wants to learn about evolution, it's not hard to. It's hardly a science education problem," Moore said. "Scientists think if teachers just take a class they will accept it, but many simply reject it."