Exposing PseudoAstronomy

March 19, 2017

Podcast Episode 159: A Proposal for the Geologic Definition of “Planet,” Interview with Kirby Runyon


Definition of
Planet: Useful in science?
Or, just pedantry?

Sorry for the delay again, but I have an interview that’s just under an hour this time on a new proposal for a geophysical definition of the word “planet.”

In 2006, the International Astronomical Union sparked an uproar and furious debate among scientists and non-scientists alike when they voted for a definition of the word, planet. Numerous proposals since that time have been made for the definition of that term. Eleven years later, a new proposal has gotten a lot of media attention and in this episode, we discuss that new proposed definition. This is closer to a friendly debate style because the guest and I have different points of view on this issue.

There are no additional segments in this episode, but the interview runs 51 minutes. This is also the episode for the first half of March.

Poor Pluto

Poor Pluto

January 30, 2017

Podcast Episode 156: The Scientific Method— How We Get to What We Know


The Scientific
Method: Technique for finding
What’s true, and what’s not.

Another roughly half-hour episode based around the idea of how we know what we know … in other words, the Scientific Method. It’s an episode wrapped up in some underlying subtext — that’s all I’ll say about it. There are no real other segments in this episode.

Sorry Not Sorry Meme

Sorry Not Sorry Meme

March 14, 2016

“They Hate or Fear Me” — The Refrain of the Pseudoscientist


I like to argue. I was never on a debate team, but I would get worked up over things whilst growing up, in college, or graduate school over which I had no control nor power to affect. A common refrain of my father’s, in response to that was, “Harbor your emotional energies.”

Fear and hatred are powerful emotions. As soon as you use observe them in conversation, it colors the entire tone. Just the use of the terms affect your own emotions.

Emotion is also a much easier response than logical thinking. It comes from a more basic, instinctual part of the human brain than conscious thought. Rather than try to address an argument or claim with thought, it’s simply easier to say that the person making that claim hates or fears you, immediately appealing to your audience’s own more instinctual level of lack-of-thought.

That, I think, is part of why we often see that from pseudoscientists when skeptics address their claims. I saw it a lot from Mike Bara back in the lunar ziggurat days almost four years ago (see this blog post where I address the issue of manufactured “hate”). I continue to see it in other areas, such as manufactured fear by anti-GMO or anti-vaccine proponents, appealing to the emotion of fear rather than a logical argument for their position.

And tonight, Ken Ham over at Answers In Genesis (AiG) which is building a claimed replica of Noah’s Ark in Kentucky, USA, has created a new term: Arkophobia.

I really don’t want to link to AiG, so I won’t. But the thrust of the post is this:

The bottom line with the secularist opposition? Arkophobia is so widespread because “the heart is deceitful above all things, and desperately wicked; who can know it?” (Jeremiah 17:9). Secularists are in rebellion against their Creator. The fact that He has the right to tell them, through His Word, what is right (e.g., marriage is one man for one woman) and what is wrong (e.g., abortion is murder) angers them.

Secularists oppose the Ark because they are afraid of the Ark’s goal: to proclaim the everlasting gospel.

That’s right: Ham is claiming that people who are against him building this ark are against him because they hate him.

It’s so much easier than really answering why they spend millions of dollars on a theme park rather than give it to the poor, or answer legitimate questions about potential fraud in trying to get tax incentives.

March 8, 2016

The Abuse of Paralipsis in Pseudoscience


I was reading an article tonight by a scholar of American political rhetoric who was philosophizing about why Donald Trump seems to be able to get away with saying things that no other candidate does. I personally don’t understand it (for example, how Trump can get away with saying that if he stood on 5th Ave. and shot someone, people would still vote for him), but I did learn a new word: Paralipsis.

The author of the article I was reading about Donald Trump described it as, “a device that enables him to publicly say things that he can later disavow – without ever having to take responsibility for his words.”

When I read that, I thought, “But pseudoscientists do that, too!” (Yes, I think in grammatically almost-correct sentences.) In fact, I wrote about this in 2010 with reference to Richard Hoagland and Neil Adams, and I mentioned the phenomenon a bit in my lengthy post last year about when I called into Richard’s radio program. In the latter, I addressed this phenomenon as Richard primarily manifests it by using the weasel term “model,” for “as Richard tends to implement it [the term ‘model’], it is a crutch to fall back on when he is shown to be undeniably wrong.”

I think my conclusion from that 2010piece is still quite apt, whether to politicians or pseudoscientists, but it’s nice now to have a word to stick onto the phenomenon:

“[Pseudoscientists] should stand behind what they say or not say it at all. Creating a whole elaborate “alternative” scenario, and then extolling the cop-out of, “But I’m not an expert, I’m just putting this out there,” and falling back on it when confronted is disingenuous, slippery, and sleazy. Pretending that you are effectively musing out loud when in fact you are actively and consistently promoting yourself is more annoying than the loud and proud true believers. At least they have the guts to really stand behind what they claim.”

September 21, 2014

Philosophy: On Skepticism and Challengers


Introduction

I’m taking a break because I don’t want to work on this proposal at the moment. I’m great at procrastination, when I get around to it.

Anyway, I want to muse philosophical-like for a few minutes, reacting to some recent things I’ve heard regarding skepticism and people challenging your views.

“Healthy” Skepticism

George Noory, the now >1 decade primary host of late-night paranormal radio program Coast to Coast AM, had Dr. Judy Wood on his program for the first two hours of his “tribute” to the September 11, 2001 (I refuse to call it “9/11” because I think that trivializes it — we all have our quirks) terrorist attacks. Judy Wood is author of the book, “Where Did the Towers Go?” Her thesis is that a directed “zero-point energy” weapon “dustified” the towers, or that they suffered “dustification.”

It was a very difficult interview for George, I’m sure, since Judy refused to speculate on anything. I’m also growing slightly more convinced that he may have questions written down on cue cards because he asked the exact same question a few minutes apart (“how much energy is required to ‘dustify’ the towers?”) and she refused to speculate both times. Just repeating what she “knows she knows that she knows.” She is also incredibly defensive and clearly doesn’t know what the word “theory” is.

All that aside, early in the interview, George did a tiny disclaimer saying that they always get people writing or calling in saying that doing shows like that is unpatriotic and/or disrespectful to everyone who died in the attacks and the aftermath. But, that it’s healthy to have skepticism and to always question the official story.

*cough*

Okay, George, you are correct in theory (yes, I used that word purposely), but completely wrong in practice. Skepticism does not mean doubting or denying or not accepting everything. Skepticism, as we use the term today, means to not accept something unless we have good evidence to do so. It’s a method of investigation, to look into claims, examine the evidence, and put it in context with all the other evidence and plausibility given what has been established about the way the world works.

At least, that’s how I tend to define it, and it’s how I tend to practice it.

Do I believe “the government” on everything? No. For example, President Obama recently announced that the US is going to take on ISIS in some form or fashion, but that there would be “no boots on the ground.” Given past experience when politicians have said that, and given the realities of ISIS and the Middle East area in general, I’m … shall we say … “skeptical,” and I will reserve acceptance of his statement until it actually plays out.

Do I believe that NASA “tampers” with photographs of the moon to “airbrush out” ancient ruins and alien artifacts, or do I accept what “they” give us? (I put “they” in quotes because “NASA” is an organizational administration within the federal government; it’s the people involved who do everything, and it’s contractors and grant awardees who deal with data and other things.) I accept what they give us. I tend to not question it.

Why? Because of past experience and my own experience in investigating the claims to the contrary. I look at other images of the area from multiple spacecraft. From spacecraft from other countries. They are consistent. They don’t show different kinds of anomalies you’d need in order to have the scenario that the conspiracists claim is happening. They do show what you’d expect if the data were faithfully represented, as it was taken, after standard spacecraft and basic data reduction steps (like correcting for geometric distortion based on how the spacecraft was pointed, or removing artifacts from dust on the lens).

George, there is a difference between healthy skepticism – looking into claims – and beating a dead horse. Or beating over 3000 dead victims to a terrorist attack.

There is no plausibility to Dr. Wood’s arguments. Her claims made to back them up are factually wrong. (Expat has addressed some of them in his blog, here, here, here, and here.) She is ridiculously defensive, refuses to delve further into her model to actually back it up, and has a name for herself only because people like you give her airtime to promote her ideas. True skepticism is to examine the arguments from both sides and draw a conclusion based on what’s real and what’s most probable. Which has been done by thousands of people who debunk every single claim the conspiracists make about the September 11, 2001, terrorist attacks. But you won’t go to them. You bring on Dr. Wood, or people from the Architects and Engineers for Truth.

A one-sided investigation is not faithful, not genuine, and is disrespectful to everyone.

Challenging Your Conclusions

In a related vein, but completely different context, I was reading through my RSS news feeds and came upon the headline to the effect (because it’s disappeared from my feed since I started to write this): Michelle Obama explains to school children that challenges [probably, though I read it as “challengers”] are a good thing.

So true. Most people in the skeptical movement know that this is “a True.” Most scientists know this is “a True.” Most pseudoscientists are vehemently against being challenged.

I’ll take the subject of my last blog post to illustrate this example, not that I want to pick on him per se, but he’s the last person I listened to in detail that I can use to illustrate this point, other than Dr. Wood, who I discussed much more than I want to in the above section. Mike Bara.

Mike was somewhat recently on another late-night (though not quite as late) internet radio program, “Fade to Black,” where Jimmy Church is the host. It’s on Art Bell’s “Dark Matter Radio Network,” where I was also a guest several months ago. I have since called in twice to the program, both times to discuss the possibility of debating Mike Bara on some of his claims.

The very brief backstory on that is Mike was on Coast to Coast, and basically attacked me. I called in, George said he’d arrange a debate, then stopped responding to my e-mails. A year later, the same thing happened, and George actually e-mailed me (I couldn’t call in because I lost power that night — happens sometimes in the mountains of Colorado, though we now have a generator), he wanted to arrange a debate, he claimed on air that I had stopped responding to his e-mails … and then he stopped responding to mine so the debate never happened. Later, I learned that it was Mike who may have dropped his acceptance. I related that to Jimmy.

Jimmy asked Mike if he’d be willing to debate me, and Mike’s response was effectively, “what do I get out of it?” Mike opined that what I (Stuart) would get out of it is a platform and attention which, according to Mike, I so desperately want (or maybe that’s Michael Horn’s claim about me … I get some of what each says is my motivation a bit confused). Meanwhile, Mike already has attention, so he said that he wouldn’t get anything out of it and therefore didn’t want to do it. Jimmy countered that it would make great radio (which I agree with).

I did call in, but unfortunately Mike got dropped when Jimmy tried to bring me in. It was the last 10 minutes of the program, anyway, so I told Jimmy what I thought we both (me and Mike) would get out of it: We would each have to back up what we say, and when challenged, it forces us in a radio setting to make our arguments concise, easily understandable, and actually back up what we’re saying.

That’s what we do in science: We have to back up what we say. We expect to get challenged, we expect to have people doubt our work, we expect to have people check our work, and we expect people to challenge our conclusions. Only the best ideas that can stand up to such scrutiny survive. That’s how science progresses. That’s where pseudoscience fails. Science is not a democracy, and it is not a communistic system where every idea is the same and equal as every other idea. It’s a meritocracy. Only the ideas that have merit, that stand up to scrutiny, survive.

The point of science is to develop a model of how the world works. If your model clearly does not describe how the world works and make successful predictions (and have repeatable evidence and have evidence that actually stands up to scrutiny), then it gets dropped.

Final Thoughts

I hope you found these musings at least mildly interesting. And let me know if you agree or disagree. Challenge my ideas, but if you do so, make sure you back them up!

December 1, 2013

Podcast Episode 94: Error and Uncertainty in Science


Terminology
Episodes. Hopefully not
A boring topic?

Another unconventional episode, this one focuses on terminology and what is meant by “accuracy,” “precision,” “error,” and “uncertainty” in science. And, especially, different sources and types of error.

The episode also – surprisingly given my time constraints right now – has all of the other usual segments: Q&A (about asteroid Apophis), Feedback about the Data Quality Act, and even a Puzzler! (Thanks to Leonard for sending in the puzzler for this episode.) And the obligatory Coast to Coast AM clip.

I also talk a bit about meetup plans in Australia, especially the Launceston Skeptics in the Pub on January 2, 2014, where I’ll be talking about the Lunar Ziggurat saga, not only from a skeptical point of view, but from an astronomical one as well as from a more social science point of view — dealing with “the crazies.” I have not yet started to write the presentation, but I personally think it’s fascinating, how it’s playing out in my head.

April 3, 2013

Is the Scientific Method a Part of Science?


Introduction

You probably all remember it, and I can almost guarantee that you were all taught it if you went through any sort of standard American education system (with full recognition for my non-USAian readers). It’s called the Scientific Method.

That thing where you start with a question, form a hypothesis, do an experiment, see if it supports or refutes your hypothesis, iterate, etc. This thing:

Flow Chart showing the Scientific Method

Flow Chart showing the Scientific Method

The question is, does anyone outside of Middle and High School science class actually use it?

A Science Fair Question

I recently judged a middle and high school science fair here in Boulder, CO (USA). The difference in what you see between the two, at least at this science fair, is dramatic: High schoolers are doing undergraduate-level (college) work and often-times novel research while middle schoolers are doing things like, “Does recycled paper hold more weight than non-recycled?” High schoolers are presenting their work on colorful posters with data and graphs and ongoing research questions, while middle schoolers have a board labeled with “Hypothesis,” “Method,” “Data,” and “Conclusions.”

I was asked by a member of the public, after I had finished judging, why that was. He wanted to know why the high school students seemed to have forsaken the entire process and methodology of science, not having those steps clearly laid out.

My answer at the time – very spur-of-the-moment because he was stuttering and I had to catch a bus – was that it IS there in the high school work, but it was more implicit than explicit. That often in research, we have an idea of something and then go about gathering data for it and see what happens: It’s more of an exploration into what the data may show rather than setting out on some narrow path.

That was about a month ago, and I haven’t thought much more about it. But, the Wired article today made me think this would be a good topic for a blog post where I could wax philosophical a bit and see where my own thoughts lay.

Field-Specific?

A disclaimer up-front (in-middle?) is that I’m an astronomer (planetary geophysicist?). This might be field-specific. The Wired article even mentions astronomy in its list of obvious cases where the Scientific Method is usually not used:

Look at just about any astronomy “experiment”. Most of the cool things in astronomy are also discovered and then a model is created. So, the question comes second. How do you do a traditional experiment on star formation? I guess you could start with some hydrogen and let it go – right? Well, that might take a while.

That said, I’m sure that other fields have the same issues, and it’s really just a big grey area. What I’m going to talk about, that is. Some fields may be more towards one end of the greyscale than the other.

A Recent Paper I Co-Authored

I recently was a co-author on a paper entitled, “ Distribution of Early, Middle, and Late Noachian cratered surfaces in the Martian highlands: Implications for resurfacing events and processes.” The paper was probably the only professional paper I have ever been an author on that explicitly laid out Hypotheses, tests for those hypotheses, what the conclusion would be depending on the results, then the Data, then the Conclusions. And it was a really good way to write THAT paper. But not necessarily other papers.

A Recent Paper I Wrote

I had a paper that was recently accepted (too recently to supply a link). The paper was about estimating and modeling the ages of the largest craters on Mars. There was an Introduction, Methods, Data, and Conclusions. There was no Hypothesis. It was effectively a, “Here is something we can explore with this database, let’s do it and put these numbers out there and then OTHER people may be able to do something with those numbers (or we can) in future work.” There really was no hypothesis to investigate. Trying to make one up to suit the Scientific Method would have been contrived.

This is also something the Wired article mentions:

… often the results of a scientific study are often presented in the format of the scientific method (even though it might not have been carried out in that way). This makes it seem like just about all research in science follows the scientific method.

This is especially the case in medical journals, but not necessarily elsewhere.

Change the “Scientific Method?”

The Wired article offers this as the “new” method:

New Scientific Method (via Wired)

Here’s the accompanying justification:

There are a lot of key elements, but I think I could boil it down to this: make models of stuff. Really, that is what we do in science. We try to make equations or conceptual ideas or computer programs that can agree with real life and predict future events in real life. That is science.

I will preface this next part by saying I am NOT up-to-date on the latest pedagogy of teaching and I am NOT trained in teaching methods (other than 50+ hours of Graduate Teacher Program certification during grad school plus teaching several classes, including two as instructor of record).

That in mind, I think that this is a good idea in later years of grade school education. In the early years, I think that the methodology of the Scientific Method helps get across the basic idea and concepts of how science works, while later on you can get to how it practically works.

Let me explain with an example: In third grade, I was taught about the planets in the solar system plus the sun, plus there are asteroids, plus there are random comets. In eighth grade, I was taught a bit more astronomy and the solar system was a bit messier, but still we had those nine planets (this was pre-2006) and the sun and comets and asteroids plus moons and rings.

Then you get into undergrad and grad school, and you learn about streaming particles coming from the sun, that we can be thought of as being in the sun’s outer-most atmosphere. You get taught about magnetic fields and plasmas. Zodiacal light. The Kuiper Belt, Oort Cloud, asteroid resonances, water is everywhere and not just on Earth, and all sorts of other complications that get into how things really work.

To me, that’s how I think the scientific method should be taught. You start with the rigid formality early on, and I think that’s important because at that level you are really duplicating things that are already well known (e.g. Hypothesis: A ping pong ball will fall at the same rate as a bowling ball) and you can follow that straight-forward methodology of designing an experiment, collecting data, and confirming or rejecting the hypothesis. Let’s put it bluntly: You don’t do cutting-edge science in middle school.

In high school — in a high school with good science education — you actually do start to learn more about the details of different ideas and concepts and solid answers are no longer necessarily known. You want to find out, so you might design an experiment after seeing something weird, and then gather data to try to figure out what’s going on.

That’s how science usually works in the real world, and I think it’s a natural progression from the basic process, and I still think that basic process is implicit, if not explicit, in how science is usually done.

I just got back from a major science conference two weeks ago, and I sat through several dozen talks and viewed several hundred poster presentations. I honestly can’t remember a single one that was designed like a middle school science fair with those key steps from the Scientific Method.

Of course, another aspect is that if we get rid of it, we can’t make comics like this that show how it’s “really” done (sorry, I forget where I found this):

How the Scientific Method Really Works

How the Scientific Method Really Works
(click to embiggen)

Final Thoughts

That said, this has been a ~1400-word essay on what I think about this subject. I don’t expect much to change in the near future, especially since – as the Wired article points out – this is firmly entrenched in the textbooks and in Middle School Science Fair How-To guides.

But, I’m curious as to what you think. Do you think the Scientific Method is useful, useless, or somewhere in-between? Do you think it should be taught and/or used in schools? Do you think it should be used in science fairs? Do you think professional scientists should use it more explicitly more often?

June 29, 2011

Are Creationists Winning Some Parts of the “Culture War?”


This is a quick post so I’m going to forego my normal subject headings.

Last year, I wrote a post entitled, “Do Scientists Believe?” where I discussed the use of the two words “believe” and “think” as they are used in our American English language (I would also assume British/Canadian/Australian/etc. English, but I don’t know for sure).

Feedback seemed somewhat mixed as to whether the terms are interchangeable or whether people should be more precise in using “believe” when there is something you are taking without evidence versus “think” where you have evidence to back it up. Personally, I agree it’s a bit of semantics and didn’t really have much sway.

That is, until I read the latest Institute for Creation Research article entitled, “Miss USA ‘Believes’ in Evolution. I figured it would be a standard ICR pice about how she should be more God-fearing and whatnot. Instead, the article discusses the very issue I brought up last September in my post: “Oftentimes the respondents, including Ms. Campanella, spoke of evolution as a belief system. More often than not, the women supported presenting students with as much information as possible so that they could decide for themselves what would be best to ‘believe.'”

In other words, the ICR is using the innocent imprecision with which people use English to claim that evolution requires belief, therefore faith, to be considered valid by people.

Obviously I have not interviewed the new Miss USA. I don’t know if she really “thinks” or “believes” in evolution, but the very fact that the ICR is using this as a “win” in my opinion requires we ask the question: Are creationists winning some parts of this supposed culture war? The fact that, in everyday language, we are using terms like “believe” when referring to scientific theories seems to indicate they may be.

I’m reminded of something Steve Novella (Skeptics’ Guide to the Universe podcast host) stated several months ago. He was talking about his and other doctors’ push to use the term “evidence-based medicine” or “science-based medicine” when referring to standard treatments. He added that after several years of doing this, that even the “alternative” medicine people were beginning to use the term. He saw this as winning part of the battle, part of the culture war, when your opponents use your terminology.

Is that what’s happening here?

Edit (Update on July 30, 2011): I saw this comic posted on another blog and thought that it summarized my point fairly well:

September 28, 2010

Do Scientists Believe?

Filed under: terminology — Stuart Robbins @ 10:47 am
Tags: , , , ,

Introduction

This is an interesting question, and one really of diction and intent. It’s one that I’ve personally had to catch myself on several times, and I try to be very careful about distinguishing between the two words “believe” and “think.” In our everyday lives, I don’t think most people actually pay attention to it, and the two terms have almost decayed to mean something other than their original intent.

What Does it Mean to “Believe?”

According to the dictionary widget on my Mac, the first definition of “think” is: “accept (something) as true; feel sure of the truth of.” The first two examples are, “The superintendent believe Lancaster’s story,” and “Christians believe that Jesus rose from the dead.”

To me, however, I think the second example is the only one that really captures the real, perhaps original, meaning of the word, “believe.” I use the term to indicate when I accept something without any real evidence.

But, the term is often used today to describe when someone wants to placate another person by “softening” their stance. I’ll get to that later.

What Does it Mean to “Think?”

Again going to my trusty easy dictionary, “think” means “have a particular opinion, belief, or idea about someone or something,” or “direct one’s mind toward someone or something, use one’s mind to actively form connected ideas.”

In this case, it’s the second half of the second definition that I think captures the real meaning, and the real difference between these two as they should be used in language. If you use the first definition then it is actually nearly the same as the definition of “believe,” where “belief” is even in the definition.

Use of “Belief” when “Think” Should Be Used

I’ve been working on a paper lately about age-dating the last major volcanic events on Mars. In the process of peer review, you have to defend your paper to one or more reviewers because they are the ones you have to convince of your results so it can be accepted in t he journal.

You also have justify your conclusions within the paper for the broader audience who is not going to contact you personally to get clarification. When doing this, the difference between “think” and “believe” will hopefully become more important:

When I write my conclusions, I have them backed up by the data presented in the paper. Should I say, then, that I “believe” them? Or would it be more accurate to say I “trust” them and “think” they are accurate?

But then when a reviewer disagrees with me and points out, for example, that I should cite a paper that I don’t think I should, it sounds nicer if I say, “I don’t believe that would benefit the paper” versus “I don’t think that will benefit the paper.” “Believe” sounds, as I mentioned above, softer and more like.

For another example, I sat in the theater today at Meteor Crater (outside of Flagstaff, AZ, USA). The purpose of the 10-minute show was to talk about the importance of impact events in shaping the solar system and Earth. I had only two major issues with it, but then I heard the line, “Most scientists believe a giant asteroid impact killed the dinosaurs.”

There’s that word “believe” again. It makes it sound as though scientists take this on faith. And maybe if they were raised in a different school, they would believe something else. Should the word “believe” be used in this instance when roughly 98% of scientists who study this subject THINK the impact killed the dinosaurs (as in have examined the evidence and have come to a conclusion based on that evidence)?

Final Thoughts

You may think – or believe – that I am really splitting hairs here, writing about minutia. You may think or believe that the difference doesn’t matter.

However, I think it does. When a reporter states that “scientists believe [something],” it makes it sound as though they sat down in the lotus position, meditated for an hour, and then came to their conclusion via divine providence. In my opinion, using the word “believe” to describe a conclusion reached by examination of evidence is bad thinking.

September 3, 2008

Terminology – Wrong By Association

Filed under: logical fallacy,terminology — Stuart Robbins @ 8:30 pm
Tags: , , , ,

This post is meant to discuss some of the very subtle ways that – often religious people – go about biasing their audience against evidence-based astronomy:  Association Fallacy.  This is a logical fallacy where the purveyor of the information introduces a hasty generalization or red herring about people who argue against them in an effort to make you think that they are wrong simply due to that association.

For example, let’s say that Spock is a Vulcan. Spock is also a vegetarian. The Associaiton Fallacy would then be that Dr. McCoy would assume all vegetarians are Vulcans. In this particular case, and as used below, this is a form of the ad hominem fallacy: A is both B and C, therefore B is C.

Okay, that’s a very contrived example, but it’s a decent illustration of how this fallacy works.  I’ve encountered this from two main groups of people who hold pseudo-astronomic concepts:  Intelligent Design proponents, and Creationists.

Intelligent Design proponents (IDers) claim, “Certain features of the Universe and of living things are best explained by an intelligent cause, not an undirected process,” and so an “intelligent designer” had some sort of hand in making, designing, or guiding it.  Whenever IDers try to point out an argument against them, they claim that it comes from a “Darwinist.”  That word implies that someone worships Darwin, or believes everything they say.  Since ID’s audience is generally people who don’t agree with Darwin’s theory of Evolution, then using the term “Darwinist” makes them wrong simply by being termed as such. They also add an “ist” or an “ism” to the end of “Darwin” to make it sound more like a belief system than science (after all, when talking about gravity we don’t say we’re following Newtonism, or that all scientists are Newtonists).

Similarly, Creationists do this to their critics by terming them, “Evolutionists,” or “Secular Scientists.”  There are two associations there, the former is discussed in the previous paragraph.  The latter is an attempt to say that anyone who argues against Creationism is godless.  And since the creationism audience is generally very religious, then making the association that anyone who is against their arguments does not believe in a god, and hence is amoral and not to be trusted.


I point these out because I think it’s humorous to listen to IDers or Creationists make their arguments and then say, “But the DARWINISTS will tell you …” or, “SECULAR SCIENTISTS disagree from what the Bible teaches us …”

I am not a “Darwinist.”  Yes, I think that Evolution is the current scientific theory that best explains the data.  I think there are some problems with it in terms of explaining all the mechanisms, etc., but the theory itself of change over time is as established as the Theory of Gravity, Relativity, Quantum Mechanics, or Atomic Theory, and no other scientific theory has been proposed that better explains the data and is also falsifiable.  But that means that I understand a scientific concept – NOT that I am a “Darwin-worshiper.”

Which begs the question:  What does this have to do with astronomy?  Absolutely nothing, really.  Evolution deals with how new species arise.  It has nothing to do with whether the Earth is flat, or the Sun less then 6000 years old, or if we went to the moon.  But when people make arguments to propagate their own pseudo-astronomy-of-choice, they often try to associate people who are against them with something their audience believes is “bad.”  Darwin for ID, secularism for creationists, or government apologist for hoaxes.

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