Educational Research Analysts:
Excerpts of the FAQ page from Mel Gablers' Educational Research Analysts: An Original Contribution to the Christian Conservative Intellectual Renaissance
Q: How do your ratings impact textbook sales so much?
A: Local schools respect our work. We absolutely document all we say. Texas itself cannot match our thoroughness. (We took eight months of quality time to critique five 1999-copyright high school World History books that averaged 1000 pages each.) Our academically rigorous standard textbook review criteria correlate with the state curriculum. We offer valuable info free.
Q: Where does Texas rank in national influence on textbooks?
A: Texas state-adopts textbooks at all grade levels, California only through Grade 8. Texas therefore most influences high school textbooks, and is second only to California in influencing Grades K-8. Other states should always demand the Texas edition of a book if there is one; and if there is no Texas edition it is probably an inferior book, since publishers submit their least offensive books in Texas, because Texas has "watchdogs."
Q: You no longer testify at the Texas State Board of Education annual textbook adoption public hearings. Why?
A: Lowering our voice and working under opponents' radar gets better results.
Q: When evolution is considered a fact in America's modern scientific community (evolution has been seen in action over the years, and has yet to be logically and scientifically disproven), why is it required to be treated as a theory in biology textbooks?
A: Textbooks' treatment of evolutionary theories is about the art of persuasion, not the science of biology.
The claim is that because genetic variation has been observed, increases in net genetic complexity have occurred. But though the mechanism for genetic variation may be mutation, there is no proven mechanism for increased net genetic complexity, which evolution requires. Rhetorical stealth phrases in textbooks mask this scientific weakness. They define evolution as "change over time" or "descent with modification," that is, as two very different concepts - observed genetic variation (antibiotic-resistant bacteria, insecticide-resistant insects) and unobserved increases in net genetic complexity (i.e., new genes) - the former supposedly validating the latter. Yet with no mechanism for the appearance of more complex kingdoms, phyla, and classes, evolutionary theory cannot explain biodiversity.
Q: Who are the analysts chosen to go over the textbooks in question, and what qualifications have they?
A: This credential mongering is an ad hominem tactic to dodge inconvenient criticism. If points raised are valid, what matters the source? Why stoop to personalities rather than judge ideas on their merits?
Source: Questions and Answers
If people are so concerned about secular education, not "liberal" education as many like to point out, then they should send their kids to a Christian school and convince others to do the same.
Quit influencing public textbooks to reflect your ideological viewpoint when not all parents agree with it.
By the way these are the same people, the Gablers', who caused the brujah over the "Evolution is just a theory" sticker on textbooks. The Gablers' are have since died but their legacy lives on (outlined further in this post).
Our Mission:
We are a conservative Christian organization that reviews public school textbooks submitted for adoption in Texas. Our reviews have national relevance because Texas state-adopts textbooks and buys so many that publishers write them to Texas standards and sell them across the country.
Our unique 46 years' experience gives us expertise equal to or beyond that of the education establishment itself in all phases of the public school textbook adoption process, and in that our standard review criteria spell out what public school textbooks often censor on certain topics.
Publishers market textbooks — and many teachers select them — based on convenience of their teaching aids. Unlike them, we review textbooks for academic content only. Parents, teachers, and school board members can all profitably use our materials.
Subject areas of concern include:
* Scientific weaknesses in evolutionary theories
* Phonics-based reading instruction
* Principles and benefits of free enterprise
* Original intent of the U.S. Constitution
* Respect for Judeo-Christian morals
* Emphasis on abstinence in sex education
* Politically-correct degradation of academics
Source: About Educational Research Analysts
Texans for Better Science Education:
TBSEF is a non-profit organization set up to assist teachers, parents, administrators, and others obtain information and resources relevant to better instructional materials and methods for teaching better science.
All 'workers' are currently volunteer. We do ask that you consider a donation that will assist in our obtaining videos and other materials for distribution to teachers and others.
We invite you to explore our website, particularly the Frequently Asked Questions (FAQ), and consider receiving our free, no-spam newsletter. Mostly, we trust you will think of a teacher, administrator, or others involved in teaching children and recommend them for materials.
Thank You.
Source: Texans for Better Science Education Foundation [home]-
Texans for Better Science Education is a group of concerned Texas citizens who support the right of all students and teachers to learn about both the strengths and weaknesses of evolutionary theories free from censorship and intimidation, and as required by existing Texas law.
We oppose efforts by some groups to censor the teaching of evolution by preventing students from learning about scientific criticisms of the theory. We are appalled by the bullying tactics adopted by groups who try to smear anyone who disagrees with them as extremists or uneducated religious radicals. In reality, these groups are the real extremists as evidenced by their use of intimidation, censorship, character attacks, name-calling, and unsubstantiated charges to stamp out legitimate debate.
We do want to take well known scientific errors out of textbooks and in their place present well known scientific weaknesses of evolutionary theories and hypotheses.
You can help us now.
1. Help spread the word to your teachers and students that in Texas, teaching weaknesses of evolution is not only allowed, it is required.
2. Help locate errors in the book that you teach from or your child is learning from. Though many textbook errors were removed during the adoption process, many more remain.
3. Obtain and use supplemental material to teach students and teachers the profound scientific weaknesses now evident in neo-Darwinian thinking.
4. Sign up to support the teaching of both strengths and weaknesses of evolutionary theory in public schools. We invite all citizens who agree with this to sign our electronic petition - it is NOT necessary for you to have formal scientific training to be involved with this effort.
5. Call or write your State Board of Education (SBOE) member (see right column).
6. Write letters to your local papers and local school board supporting putting both strengths and weaknesses in the textbooks as required by Texas law, and
7. Contact the publishers themselves, particularly if you are a teacher, administrator, etc. in the school system, and let them know that you would WELCOME the addition of weaknesses being put in the books. (The publishers are concerned that they will not be able to sell books if they treat the science honestly and include both strengths and weaknesses. They are getting much pressure from the Darwinian thought police to leave the dogmatic 'evolution-as-fact' approach in the books.)
Source: About TBSE
The Discovery Institute:
Steven Buri is executive director of the Discovery Institute in Seattle. The think tank is a prominent opponent of Darwinian orthodoxy and has found many instances in which it says Texas biology textbooks are inaccurate or misleading. It also pushes school districts to have textbooks that teach the controversy over creationism and evolution.
Source: ReligionLink - Texas textbook vote has national implications
About Discovery (excerpt):
"...The point of view Discovery brings to its work includes a belief in God-given reason and the permanency of human nature; the principles of representative democracy and public service expounded by the American Founders..."
Source: Discovery Institute
Atheist Blogroll Searches: "Discover Institute", Gabler, "Public Education", Texas Education
What I take away from this is that
