It's the heretofore confidential... .,.,,,, ,,,,.,. .,;;;''';;; ;;;''';;;,. ;;;' (?) ;;; ;;; (?) ';;; ;;; ;;; ;;; ;;; ;;; ..;;' ';;.. ;;; ;;;,,.;;'' '';;.,,;;; ':::'' '':::' .;'''!''';. '; ;' ';,!,;' : ,:, ,' ', ':;, 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 *****