Based on a C-Span interview that I didn’t know about when I did this first post, the later post looks at how Ben Steins conflation of Darwinism and gravity is much more significant than I imagined when I did this initial post.
From Glenn Beck’s show on CNN Monday, April 28, 2008:
BECK: Right. He — tell me about [Richard Dawkins].
STEIN: A very smart guy. I`m not a judge of male beauty as much as I am of female beauty but a very good looking guy.
BECK: You`re good with the ladies —
STEIN: I`m pretty good with the ladies. [Richard Dawkins is a] self confident guy. But thinks — in my humble opinion, thinks he knows a lot more than he does. Darwinism cannot explain gravity, cannot explain thermodynamics. Most of all, it cannot explain how life began. That`s what we`re trying to get in the movie, how did life began and why should we close our eyes to the possibility that God did it, there is an intelligent creator and his name is G-O-D.
BECK: It amazed me to see the arrogance and honestly the misery that these people live in.
STEIN: I think they live in a little, teeny box. They`re surrounded like a little teeny box protecting themselves and their theory. . . .
Here’s the video:
We can view this astonishing display of ignorance (among other things) for its entertainment value, and hold these guys up to ridicule. On the other hand, as I suggested in an earlier post on Jonathan Wells (2006) The Politically Incorrect Guide to Darwinism and Intelligent Design. Regnery Publishing, Inc. Washington, DC., we could use this as a “high stakes” test of science education for the general public. Paraphrasing:
If non-scientists with high school diplomas are unable to see pervasive and profound errors and inaccuracies in this, that fact can be used as evidence that science education for non-scientists in our schools has failed to accomplish the goals of “scientific literacy” or “science for all Americans” (cf. AAAS – Project 2061). This can provide a focus for reworking science education within general education (i.e., for non-specialists) so that high school graduates would pass the test (a test for science education, more than for the graduates as individuals) of having learned to understand the nature of science at least well enough that they could not be taken in by something like this.