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1996-02-19
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It's the heretofore confidential...
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':;, PANDA PUSHER'S GUIDE! ,;:'
_OF PANDAS AND PEOPLE: The Central Question of Biological
Origins_, is an anti-evolutionary textbook intended for public
high school science classroom as a "supplement" to the basal
biology text. It is published by Haughton Publishing Company of
Dallas, TX (which you would know - if at all - as "publishers of
the cotton gin and oil mill press"), but is the product of the
Richardson based Foundation for Thought and Ethics (which holds
the copyright).
The FTE is a "ministry" devoted to publication projects and to
"helping kids in the struggle for their faith." It is sort of a
"spin off" of the better known Probe Ministries. (FTE founder
Jon Buell formerly headed the publications department at Probe.)
What immediately follows (the next ten pages) is the information
FTE was sending, as of spring/summer 1990, to those who expressed
a serious intent to promote the use of PANDAS in their local
public school(s). Following this are miscellaneous excerpts from
some "Dear Friend of the Foundation" letters.
In the past it has usually been anti-evolutionists who have
attempted to stir up public controversy on the "creationism vs.
evolution" issue, and their opponents who have attempted to quell
such flaps. That very well may be changing. Certainly FTE, with
their "quiet army," has (excepting failed attempts to have PANDAS
officially adopted in two states) been playing this one very
close to the chest.
You can get a copy of PANDAS from Haughton Publishing Co.; P.O.
Box 180218; Dallas, TX 75218-0218. So far as I know, the prices
on the "OF PANDAS AND PEOPLE PRICE LIST" have not changed.
A SUGGESTED PLAN FOR ACTION
Over the last several weeks we have observed the activities of
various citizens in their efforts to encourage the use of OF
PANDAS AND PEOPLE in their local school systems. It appears that
the easiest way is also the best way. Simply contacting the
biology teacher (or teachers) has been all that is necessary in
most cases.
The intent of this package is to provide you with a plan and the
materials needed to support your efforts.
The plan that has produced excellent results is summarized below:
1. Contact the high school biology teacher (or teachers)
and set up a meeting.
2. Take a copy of the book with you to the meeting.
Explain your concern that scientific alternatives to the
evolutionary theories are not covered in the basal text
and suggest that OF PANDAS AND PEOPLE be used to
supplement the basal text. Be prepared to loan the
teacher your copy of the book if the teacher does not
own a copy.
3. If the teacher is receptive (and most have been), the
teacher will probably suggest that the curriculum
committee will need to approve the use of the book. The
teacher may volunteer to follow through for approval or
he/she may ask you to present the book and your concerns
to the committee. In this case you should ask the
teacher to attend when you present to the committee.
The presentation material enclosed can be used in whole
or in part to assist you in making the presentation.
4. In every case so far, after obtaining the approval of
the curriculum committee, the teacher has felt free to
begin using the book in the classroom.
5. Obtaining enough books then becomes the only problem.
There may be discretionary school funds available or it
may be necessary to take the need to the PTA or to a
citizen group interested in good education.
NOTE: If you need to obtain a personal copy of OF PANDAS AND
PEOPLE, an order form with a postage paid business reply
envelope is enclosed for your convenience.
MEETING PLAN
The following is a proposed meeting plan to promote the use of OF
PANDAS AND PEOPLE.
A presentation to several people may be best accomplished using
an overhead projector and a TV with an attached VCR (VHS). A
presentation to one person could be accomplished using a printed
copy of the charts and a TV with VCR (VHS). In this package we
have provided a video cassette, a printed copy of the two charts
with transparencies suitable for projecting charts with an
overhead projector, and the narrative to be read (or paraphrased)
when the charts are shown.
After introducing himself/herself, the presenter projects chart 1
and reads (or paraphrases) the narrative associated with chart 1.
After completion of the presentation or the first chart, turn off
the overhead projector and start the film on the TV. Before
starting the film, advise the audience that the film is not a
"slick" presentation, but is more like a home movie. Each of the
presenters arranged for someone to record their comments with
varying results in quality of photography.
After completion of the film, turn off the TV and project chart
2, while reading (or paraphrasing) the narrative associated with
chart 2.
As additional support for the presenter, we have attached a sheet
which suggests possible objections with appropriate answers.
A CASE FOR IMPROVEMENT IN BIOLOGY INSTRUCTION
THE PROBLEM
* CURRENT TEXTBOOKS TEACH ONLY EVOLUTIONARY THEORIES OF
BIOLOGICAL ORIGINS
* EVOLUTIONARY SCENARIOS ARE SPECULATION, NOT
KNOWLEDGE
* OTHER EQUALLY PLAUSIBLE, SCIENTIFIC ALTERNATIVES TO
ORIGINS ARE EXCLUDED
THE SOLUTION
* CONTINUE USING CURRENT BIOLOGY TEXTS
* ENHANCE INSTRUCTION WITH SUPPLEMENTAL TEXT -
_OF PANDAS AND PEOPLE_
THE BENEFITS
* ALL PLAUSIBLE SCIENTIFIC THEORIES ARE PRESENTED -
STUDENTS ARE FREE TO ACCEPT THE MOST LOGICAL TO THEM
* STUDENTS' CURIOSITY, CREATIVE ABILITY, AND ANALYTICAL
POWERS ARE STIMULATED
MEETING PROPOSAL
* HEAR THE VIEWS OF LEADING SCIENTISTS AND SCIENCE
EDUCATORS
* PLAN TO ENHANCE BIOLOGY INSTRUCTION
CHART 1
3/20/90
A CASE FOR IMPROVEMENT IN BIOLOGY INSTRUCTION
CHART I NARRATIVE, PAGE 1
THE PROBLEM
Biology textbooks currently in use in our classrooms present
evolution as the only factually true explanation of origins and
in so doing they exclude the known scientific alternatives.
I am here (today/tonight) to encourage you to take the necessary
steps to assure that our children in biology classes are exposed
to a curriculum which provides education - and not a one sided
indoctrination.
Because the theories presented to support evolution are informed
speculation at best, but not knowledge, there is an unavoidable
coercive element in teaching this single view. As a result, when
students see it to be unchallenged by an alternative, it tends to
become exaggerated in the mind beyond its true status as
speculation and takes on the status of knowledge.
As a parent and taxpayer, it concerns me that my child, attending
________________ high school, is taught only the philosophically
one-sided view that life arose by chance evolutionary processes.
That's alright as far as it goes, but our students also need to
be taught the other, equally plausible, scientific alternatives
to evolution.
THE SOLUTION
I'm not here to suggest that we discard the biology texts
currently in use . . . there's an easier and more cost-effective
way to satisfy our need.
Recently published, OF PANDAS AND PEOPLE has been acclaimed by
scientists and science educators for its accuracy and clarity in
presenting plausible, scientific alternatives to conventional
evolutionary theories.
Using OF PANDAS AND PEOPLE as a supplemental text to our current
textbooks together with the Teachers Guide provided by the
publisher will make good, balanced science easy to teach.
A CASE FOR IMPROVEMENT IN BIOLOGY INSTRUCTION
CHART I NARRATIVE, PAGE 2
THE BENEFITS
In addition to providing the basis for good education, teaching
the alternative theories to biological origins will further
enhance science education in the following ways:
1. Stimulate the curiosity, creative ability, and
analytical powers of students.
2. Help students become aware of many unconscious and
therefore unquestioned features of their own thinking.
3. Help students learn the scientific method and its
limitations.
4. Help students build tolerance for other's views.
5. Help students learn to distinguish between science and
psuedo-science.
MEETING PROPOSAL
Now I will turn on a short video presentation made by leading
scientists and science educators and legal authorities. I
believe that most of your questions will be answered by this
presentation.
When it's over, I'll entertain any questions and suggest actions
we can take to eliminate the deficiencies in our current biology
instruction.
A CASE FOR IMPROVEMENT IN BIOLOGY INSTRUCTION
FILM SUMMARY
* THE UNITED STATES SUPREME COURT HAS RULED THAT
ALTERNATIVE SCIENTIFIC THEORIES CAN BE INCLUDED IN
BIOLOGY INSTRUCTION
* _OF PANDAS AND PEOPLE_ IS ENDORSED AS PRESENTING
GENUINE SCIENTIFIC VIEWS
* _OF PANDAS AND PEOPLE_ WITH THE ASSOCIATED TEACHER'S
GUIDE COMPLEMENTS BASAL BIOLOGY TEXTS - IT IS EASY TO
TEACH
* IT IS IMPORTANT TO PRESENT ALL PLAUSIBLE SCIENTIFIC
EXPLANATIONS WHEN AN EVENT CANNOT BE OBSERVED
* IN ADDITION TO LEARNING SCIENTIFIC THEORIES, STUDENTS
MUST BE CHALLENGED TO THINK, USE THEIR ANALYTICAL
POWERS, AND DISTINGUISH BETWEEN SCIENCE AND PSUEDO-
SCIENCE
ACTION PLAN
* PLAN TO OBTAIN SUFFICIENT BOOKS TO SUPPORT
ENHANCEMENT OF BIOLOGY INSTRUCTION
Cost examples:
30 books $ 376.95 plus tax, shipping and
handling
120 books $ 1,507.80 plus tax, shipping and
handling
* OBTAIN FUNDING FROM LOCAL SOURCES
DISCRETIONARY SCHOOL FUNDS
SPECIAL APPEALS BY PTA OR OTHER PARENT
INTEREST GROUPS
* BEGIN INSTRUCTION NEXT SEMESTER
CHART 2
3/20/90
A CASE FOR IMPROVEMENT IN BIOLOGY INSTRUCTION
CHART 2 NARRATIVE
FILM SUMMARY
As we have seen, there is no legal restriction to teaching
scientific alternatives to evolutionary theories of biological
origins.
We can encourage the use of OF PANDAS AND PEOPLE with confidence
since leading scientists and science educators have confirmed the
accuracy of the science presented.
The teachers guide will make it easy to teach scientific
alternatives while using the same textbook currently in use.
Science education will be improved by offering all plausible
scientific alternatives and encouraging our students to think and
use their analytical powers.
ACTION PLAN
The amount of money required to make these important improvements
is modest. I've shown examples of expenditures required to
supply one classroom (30 students average) and the cost to
provide books for four classrooms (120 students). Discounts
offered by the publisher are included in the total price.
If discretionary school funds are available, you may choose to
reserve enough money to assure that balanced instruction can
start next semester.
If not, this important program can be supplied through a special
appeals program sponsored by the PTA or parent interest groups.
I recommend that immediate action be taken to assure that we
balance our biology instruction.
ANSWERS TO OBJECTIONS
1. Some opponents will attempt to portray evolution vs. creation
(or intelligent design) as science vs. religion, fact vs. faith.
They may say something like:
"It's fine for families who wish to teach creation in their homes
and churches. But they should not try to bring those personal or
sectarian beliefs into science classrooms."
This is an attempt to keep the privileged status for naturalistic
evolution by controlling the categories --"fact vs. faith"--
through the use of labeling. You don't have to allow that. You
could say: "I agree that personal beliefs should not be taught in
science classrooms, but intelligent design is not a personal
belief; it is accepted science, a view that is held by many
highly qualified scientists."
2. A related objection would be to concede that intelligent
design is science, but to attack its academic quality:
"This is just bad science."
You might answer this objection by saying: "Some no doubt say
that, but many heavily credentialed scientists uphold it as very
strong academically. So it's a dispute among reputable
scientists, and what do we do when reputable scientists disagree?
Our whole system of education, and the history of science, too,
stand against awarding a privileged status of "official
orthodoxy" to one view under these circumstances."
3. They may bring up one or more mistakes in the book, loudly
pronouncing them to be "inexcusable" or "stupid" errors that show
the kind of "2nd rate, incompetent material" that "fills the
book."
You can be confident in replying with words to this effect:
"While there are errors in the book--as there are in the first
printing of all books--none of them is major or affects, in any
way, the fundamental arguments of the book. The publisher is
producing an errata sheet until the 2nd printing comes out with
corrections, and if you think you've found some he may not have
already seen, I'll be glad to pass them on to him.
ANSWERS TO OBJECTIONS (cont'd)
4. Some people might object that the U.S. Supreme Court has
already said "this" cannot be taught in schools, or they may use
the term "creation science" which was defined in the Supreme
Court's decision on the "Louisiana balanced Treatment Act" and
also by the National Academy of Science. The point to remember
here is that both definitions included the following three
tenets: 1) A supernatural creation, 2) A recent creation
(thousands, not billions of years ago), and 3) Catastrophism to
explain the sediments of the earth's crust. The book does not
teach any of these three tenets and cannot, by any authoritative
definition, be called creation science - even "cleverly
disguised." If it could, you would certainly not find so many
highly qualified scientists who have rejected creation science
for years endorsing this book.
5. Finally, as a "second round objection," they may say that
"your book may have a few backers who are scientists, but the
overwhelming majority of the scientific community consider
evolution to be a settled fact, and would flatly reject what the
book teaches."
You might respond to that by saying: "First of all, science never
has proceeded by majority vote, and rightly so because many times
in its history, the lone challenger or the few were right and the
majority wrong. Secondly, a very substantial number of
scientists, philosophers of science, and science educators have
endorsed this book."
6. How to avert an argument about science, etc.
Well, I'm not a scientist nor an educator, so I don't want to
argue science with you. but I do know that a large number of
scientists and science educators have endorsed the use of this
book, and I know enough to know that their credentials are
outstanding. Here is just a sampling-there are many more. (Hand
out or hold up endorsement brochure(s)). What I'm interested in
is an education and not an indoctrination.
OF PANDAS AND PEOPLE PRICE LIST
BINDING QUANTITY PRICE
--------------------------------------------------------------
Paperback* each $13.95
15-19 books 12.14
30 books and over 9.77
Hardback each 17.95
15-19 books 15.62
30 books and over 12.57
Teacher's Guide each .55**
Texas residents add 8% sales tax
(except orders by schools)
Postage & handling single books 2.50
*Quantities limited - subject to availability
**One free with each 15 books
****** MISCELLANEOUS EXCERPTS FROM "DEAR FRIEND OF THE ******
****** FOUNDATION [FOR THOUGHT AND ETHICS]" LETTERS ******
--- ??? October 1989 ??? ----
We will reach a milestone in the Foundation's history this week
... [when] a nationwide marketing campaign for our book ... gets
underway through the efforts of our publisher ....
... a mailing of 13,000 individualized letters will go out to
selected biology teachers and curriculum buyers across the
country, offering them a 30 day, no risk look at the book.
--- December 1989 -----------
... In October Haughton Publishing introduced the book to the
school market ...
In October we ... exhibited the book at the annual meeting of the
National Association of Biology Teachers .... The NABT
rigorously excludes any book that falls short of their statement
of scientific integrity. While there, we diffused lots of
hostility, took many orders, and made a lot of friends. ...
The response to Haughton's direct mail offering, the heart of
their marketing plan, is running ahead of projections.
Endorsements for the book ... are mounting up. They have come
from faculty at Princeton, Yale, and Oxford, and a host of state
universities; the book has "the Right Stuff."
--- May 1990 ----------------
You could be a vital link for young people in your area. ...
We need your help to be sure that the high school biology teacher
in your district knows that the book is available ... Across the
country, people from all walks of life are introducing PANDAS to
teachers with very favorable results.
A housewife in Missouri, a retired engineer in Florida, a high
school teacher in Idaho, a pastor in Alabama, a doctor in North
Carolina, and dozens of others, all have had teachers agree they
would like to use PANDAS in their biology courses. ... Some
have gotten a single teacher enthused, others have had the book
adopted by several teachers, and one has almost an entire county
signed up!
... we are finding that the best approach to the local school
system is through the biology teacher ... [they] are generally
easy to contact, available for a meeting on short notice, and
receptive ... [and usually] comfortable in making a decision to
introduce a supplemental text with the review and approval of the
school curriculum committee.
If you would like to be part of this "quiet army," please let us
know right away. ... We will send a "Suggested Plan ...
While some of you will respond by "enlisting" to receive these
materials, others may wish to support those who do by their
prayers. You may also be of great service to "keep the home
fires burning" by underwriting the cost of these materials ...
Our success in reversing the current monopoly of metaphysical
naturalism in textbooks will depend, in large part, on a "quiet
army"-many concerned people like yourself ...
--- June 12 -----------------
We are pleased that you have volunteered to help us ...
We have already received reports from other interested citizens
like yourself who have contacted biology teachers in their
districts implementing the program presented in the attachments.
I am pleased to tell you that the teachers are very receptive,
and the success rate is high. ...
... Please let us know the results of your efforts.
--- June 1990 ---------------
... If our cautious projections based on biology teacher
feedback and polling are correct, many thousands are genuinely
open to non-evolutionary alternatives. _Of Pandas and People_ is
the right teaching tool for them. Reaching them, however, is the
trick. We cannot afford to give out huge numbers of
complimentary copies ... [b]ut we do plan to give more than
10,000 additional biology teachers an offer to examine _Pandas_
in 1990.
--- ??? 1990 ----------------
No amount of money could buy the kind of opportunity that now
exists for the distribution of _Of Pandas and People_ in Alabama
....
The lack of adoption doesn't rule out the book's use, and even
the State Superintendent who opposed its adoption acknowledges
that local boards and districts can use it if they wish.
Through the Alabama effort, the book won strong support from
faculty at Alabama, Auburn, Yale, and Princeton Universities.
Add to this the backing of Alabama's Gov. Hunt, probably a
majority of the School Board, members of the Textbook Committee,
many of Alabama's leading businessmen, several faculty at the
nationally esteemed UAB Medical Center, most of the press and
media, a core of dedicated friends in Birmingham, and almost
12,000 petition signers on a grassroots level, and you've got the
picture!
It will be exciting to see the results as many of these people
have made it clear they are going ahead with the goal-not
adoption itself-but the book's use. Several have already
announced that they will see that the book goes wherever it is
wanted. ...
--- September 1990 ----------
... The introduction of [_Pandas_] has brought a variety of
responses. Some groups, like People for the American Way and the
National Center for Science Education see it as their calling to
destroy the book.
Nevertheless, various scientists and educators are coming to our
defense, and we have seen the beginnings of what we expect to be
a great penetration into the stronghold of metaphysical
materialism. Biology teachers and curriculum buyers from 46
states have bought the book, and we have shipped volume orders to
states like New Jersy, Illinois, California, and Florida, where
it hasn't even been promoted.
--- November 20, 1990 -------
We are getting back in touch with each of our "Quiet Army"
members, those who volunteered to contact a biology teacher ....
You will notice that we have referred to you on the questionnaire
as "Silent Warriors" because that's our nickname for you around
the office.
[The questionnaire asks things like: have you made any
presentations yet; names and titles of contacts; how many books
might be ordered; if the decision was negative, did unfavorable
letters or reviews play a role and from what sources; could you
obtain copies of these; could you approach your contact with
replies to these; who made the decision against the book.]
***** LAST PAGE *****
