How 19-year-old activist Zack Kopplin is making life hell for Louisiana's creationists
For Zack Kopplin, it all started back in 2008 with the passing of the Louisiana Science Education Act. The bill made it considerably easier for teachers to introduce creationist textbooks into the classroom. Outraged, he wrote a research paper about it for a high school English class. Nearly five years later, the 19-year-old Kopplin has become one of the fiercest — and most feared — advocates for education reform in Louisiana. We recently spoke to him to learn more about how he's making a difference.
Kopplin, who is studying history at Rice University, had good reason to be upset after the passing of the LSEA — an insidious piece of legislation that allows teachers to bring in their own supplemental materials when discussing politically controversial topics like evolution or climate change. Soon after the act was passed, some of his teachers began to not just supplement existing texts, but to rid the classroom of established science books altogether. It was during the process to adopt a new life science textbook in 2010 that creationists barraged Louisiana's State Board of Education with complaints about the evidence-based science texts. Suddenly, it appeared that they were going to be successful in throwing out science textbooks.
"This was a pivotal moment for me," Kopplin told io9. "I had always been a shy kid and had never spoken out before — I found myself speaking at a meeting of an advisory committee to the State Board of Education and urging them to adopt good science textbooks — and we won." The LSEA still stood, but at least the science books could stay.
No one was more surprised of his becoming a science advocate than Kopplin himself. In fact, after writing his English paper in 2008 — when he was just 14-years-old — he assumed that someone else would publicly take on the law. But no one did.
"I didn't expect it to be me," he said. "By my senior year though, I realized that no one was going to take on the law, so for my high school senior project I decided to get a repeal bill."
Indeed, it was the ensuing coverage of the science textbook adoption issue that launched Kopplin as an activist. It also gave him the confidence to start the campaign to repeal the LSEA.
Encouraged by Barbara Forrest, a philosophy professor at Southeastern Louisiana University — and a staunch critic of intelligent design and the Discovery Institute — Kopplin decided to write a letter that could be signed by Nobel laureate scientists in support of the repeal. To that end, he contacted Sir Harry Kroto, a British chemist who shared the 1996 Nobel Prize in Chemistry with Robert Curl and Richard Smalley. Kroto helped him to draft the letter — one that has now been signed by 78 Nobel laureates.
In addition, Kopplin has introduced two bills to repeal the LSEA, both of which have been sponsored by State Senator Karen Carter Peterson. He plans on producing a third bill later this spring. And along with the Nobel laureates, he has the support of the American Association for the Advancement of Science (AAAS), New Orleans City Council, and many others.
But as the early results of his efforts have shown, it's not going to be an easy battle.
"We've had gains over the last few years," he says, "But our first attempt to repeal the LSEA was defeated 5-1 in committee, and in our second attempt we lost 2-1." Kopplin is hoping to get out of committee this year.
He also has his eyes set on vouchers. After an Alternet story came out about a school in the Louisiana voucher program teaching that the Loch Ness Monster was real and disproved evolution, Kopplin looked deeper into the program and found that this wasn't just one school, but at least 19 other schools, too.
School vouchers, he argues, unconstitutionally fund the teaching of creationism because many of the schools in these programs are private fundamentalist religious schools who are teaching creationism.
"These schools have every right to teach whatever they want — no matter how much I disagree with it — as long as they are fully private," he says. "But when they take public money through vouchers, these schools need to be accountable to the public in the same way that public schools are and they must abide by the same rules." Kopplin is hoping for more transparency in these programs so the public can see what is being taught with taxpayers' money.
Facing opposition
His efforts, needless to say, have not gone unnoticed — particularly by his opponents. He's been called the Anti-Christ, a stooge of "godless liberal college professors," and was even accused of causing Hurricane Katrina. Kopplin cooly brushes these incidents aside, saying they're just silly distractions.
But some of the most aggressive broadsides, he says, have come from state legislators.
"I'm not talking threats or name calling, but they were really something to experience," he says. [In addition to the video at left, Kopplin provided other examples that can be seen here and here)
"I don't enjoy upsetting people, but you have to brush the attacks off," he says. "I know that I'm fighting for a good cause — and I would be neglecting my duty if I stopped my campaign just because I felt uncomfortable about opposition."
And perhaps not surprisingly, a number of people have refused to take Kopplin seriously on account of his age. "Oh, for sure — there have absolutely been people who have dismissed me because I'm still a kid," he told us. Some of his opponents have even suggested that his parents are really the ones behind the campaign — an accusation he flatly denies.
"They have their own lives to live, and certainly don't have time to run a public issue campaign," he says.
"What disturbs me though, is when other kids are the ones to dismiss me based on age," he told io9. "They see a 19 year old kid and can't believe that I can actually go out and change the world. Too many of my peers have this attitude that they need to dress nicely, sit quietly, and wait until we are adults to change things. This attitude must change. My generation needs to speak out for what we believe."
It's simply not science
And indeed, Kopplin is a passionate defender of scientific inquiry, and vociferously rejects the notion that creationism and evolution should be taught side-by-side.
"Creationism is not science, and shouldn't be in a public school science class — it's that simple," he says. "Often though, creationists do not, or are unwilling, to recognize this." Science, he argues, is observable, naturalistic, testable, falsifiable, and expandable — everything that creationism is not.
But what also drives Kopplin is the inherent danger he sees in teaching creationism.
"Creationism confuses students about the nature of science," he says. "If students don't understand the scientific method, and are taught that creationism is science, they will not be prepared to do work in genuine fields, especially not the biological sciences. We are hurting the chances of our students having jobs in science, and making discoveries that will change the world."
He worries that, if Louisiana (and Tennessee, which also has a similar law) insists on teaching students creationism, students will not be the ones discover the cure to AIDS or cancer. "We won't be the ones to repair our own damaged wetlands and protect ourselves from more hurricanes like Katrina," he says.
Moreover, he's also concerned that teaching creationism will harm economic development.
"Just search creationism on Monster Jobs or Career Builder and tell me how many creationist jobs you find," he asks. Kopplin tells us about how this past Spring, Kevin Carman, the former Dean of LSU's College School of Science (now the Executive Vice President and Provost for the University of Nevada, Reno) testified in the Louisiana Senate Education Committee about how he had lost researchers and scientists to other states because of the Louisiana Science Education Act.
"But it also violates the separation of church and state," he says. "Teaching Biblical creationism is promoting one very specific fundamentalist version of Christianity, and violating the rights of every other American citizen who doesn't subscribe to those beliefs. So it would be stomping on the rights of Catholics, Mainline Protestants, Buddhists, Humanists, Muslims, Hindus, and every other religious group in the country.
These creationists, he argues, would be horrified to see the Vedas being taught in science class. "And they would have every right to be," he says, "That's how the separation of church and state works and it's the foundation of our country."
Changes needed
Kopplin is also concerned about the future, and how unprepared the United States has become.
"We don't just deny evolution," he says, "We are denying climate change and vaccines and other mainstream science. I'm calling for a Second Giant Leap to change the perception of science in the world."
To that end, Kopplin would like to see $1 trillion of new science funding and an end to denialist science legislation. He wants to see the American public become more aware and better educated about science.
"My generation is going to have to face major challenges to our way of living — and the way to overcome them is through rapid scientific advancement," he says. "But as as of right now, America has a science problem."
For Zack Kopplin, it all started back in 2008 with the passing of the Louisiana Science Education Act. The bill made it considerably easier for teachers to introduce creationist textbooks into the classroom. Outraged, he wrote a research paper about it for a high school English class. Nearly five years later, the 19-year-old Kopplin has become one of the fiercest — and most feared — advocates for education reform in Louisiana. We recently spoke to him to learn more about how he's making a difference.
Kopplin, who is studying history at Rice University, had good reason to be upset after the passing of the LSEA — an insidious piece of legislation that allows teachers to bring in their own supplemental materials when discussing politically controversial topics like evolution or climate change. Soon after the act was passed, some of his teachers began to not just supplement existing texts, but to rid the classroom of established science books altogether. It was during the process to adopt a new life science textbook in 2010 that creationists barraged Louisiana's State Board of Education with complaints about the evidence-based science texts. Suddenly, it appeared that they were going to be successful in throwing out science textbooks.
"This was a pivotal moment for me," Kopplin told io9. "I had always been a shy kid and had never spoken out before — I found myself speaking at a meeting of an advisory committee to the State Board of Education and urging them to adopt good science textbooks — and we won." The LSEA still stood, but at least the science books could stay.
No one was more surprised of his becoming a science advocate than Kopplin himself. In fact, after writing his English paper in 2008 — when he was just 14-years-old — he assumed that someone else would publicly take on the law. But no one did.
"I didn't expect it to be me," he said. "By my senior year though, I realized that no one was going to take on the law, so for my high school senior project I decided to get a repeal bill."
Indeed, it was the ensuing coverage of the science textbook adoption issue that launched Kopplin as an activist. It also gave him the confidence to start the campaign to repeal the LSEA.
Encouraged by Barbara Forrest, a philosophy professor at Southeastern Louisiana University — and a staunch critic of intelligent design and the Discovery Institute — Kopplin decided to write a letter that could be signed by Nobel laureate scientists in support of the repeal. To that end, he contacted Sir Harry Kroto, a British chemist who shared the 1996 Nobel Prize in Chemistry with Robert Curl and Richard Smalley. Kroto helped him to draft the letter — one that has now been signed by 78 Nobel laureates.
In addition, Kopplin has introduced two bills to repeal the LSEA, both of which have been sponsored by State Senator Karen Carter Peterson. He plans on producing a third bill later this spring. And along with the Nobel laureates, he has the support of the American Association for the Advancement of Science (AAAS), New Orleans City Council, and many others.
But as the early results of his efforts have shown, it's not going to be an easy battle.
"We've had gains over the last few years," he says, "But our first attempt to repeal the LSEA was defeated 5-1 in committee, and in our second attempt we lost 2-1." Kopplin is hoping to get out of committee this year.
He also has his eyes set on vouchers. After an Alternet story came out about a school in the Louisiana voucher program teaching that the Loch Ness Monster was real and disproved evolution, Kopplin looked deeper into the program and found that this wasn't just one school, but at least 19 other schools, too.
School vouchers, he argues, unconstitutionally fund the teaching of creationism because many of the schools in these programs are private fundamentalist religious schools who are teaching creationism.
"These schools have every right to teach whatever they want — no matter how much I disagree with it — as long as they are fully private," he says. "But when they take public money through vouchers, these schools need to be accountable to the public in the same way that public schools are and they must abide by the same rules." Kopplin is hoping for more transparency in these programs so the public can see what is being taught with taxpayers' money.
Facing opposition
His efforts, needless to say, have not gone unnoticed — particularly by his opponents. He's been called the Anti-Christ, a stooge of "godless liberal college professors," and was even accused of causing Hurricane Katrina. Kopplin cooly brushes these incidents aside, saying they're just silly distractions.
But some of the most aggressive broadsides, he says, have come from state legislators.
"I'm not talking threats or name calling, but they were really something to experience," he says. [In addition to the video at left, Kopplin provided other examples that can be seen here and here)
"I don't enjoy upsetting people, but you have to brush the attacks off," he says. "I know that I'm fighting for a good cause — and I would be neglecting my duty if I stopped my campaign just because I felt uncomfortable about opposition."
And perhaps not surprisingly, a number of people have refused to take Kopplin seriously on account of his age. "Oh, for sure — there have absolutely been people who have dismissed me because I'm still a kid," he told us. Some of his opponents have even suggested that his parents are really the ones behind the campaign — an accusation he flatly denies.
"They have their own lives to live, and certainly don't have time to run a public issue campaign," he says.
"What disturbs me though, is when other kids are the ones to dismiss me based on age," he told io9. "They see a 19 year old kid and can't believe that I can actually go out and change the world. Too many of my peers have this attitude that they need to dress nicely, sit quietly, and wait until we are adults to change things. This attitude must change. My generation needs to speak out for what we believe."
It's simply not science
And indeed, Kopplin is a passionate defender of scientific inquiry, and vociferously rejects the notion that creationism and evolution should be taught side-by-side.
"Creationism is not science, and shouldn't be in a public school science class — it's that simple," he says. "Often though, creationists do not, or are unwilling, to recognize this." Science, he argues, is observable, naturalistic, testable, falsifiable, and expandable — everything that creationism is not.
But what also drives Kopplin is the inherent danger he sees in teaching creationism.
"Creationism confuses students about the nature of science," he says. "If students don't understand the scientific method, and are taught that creationism is science, they will not be prepared to do work in genuine fields, especially not the biological sciences. We are hurting the chances of our students having jobs in science, and making discoveries that will change the world."
He worries that, if Louisiana (and Tennessee, which also has a similar law) insists on teaching students creationism, students will not be the ones discover the cure to AIDS or cancer. "We won't be the ones to repair our own damaged wetlands and protect ourselves from more hurricanes like Katrina," he says.
Moreover, he's also concerned that teaching creationism will harm economic development.
"Just search creationism on Monster Jobs or Career Builder and tell me how many creationist jobs you find," he asks. Kopplin tells us about how this past Spring, Kevin Carman, the former Dean of LSU's College School of Science (now the Executive Vice President and Provost for the University of Nevada, Reno) testified in the Louisiana Senate Education Committee about how he had lost researchers and scientists to other states because of the Louisiana Science Education Act.
"But it also violates the separation of church and state," he says. "Teaching Biblical creationism is promoting one very specific fundamentalist version of Christianity, and violating the rights of every other American citizen who doesn't subscribe to those beliefs. So it would be stomping on the rights of Catholics, Mainline Protestants, Buddhists, Humanists, Muslims, Hindus, and every other religious group in the country.
These creationists, he argues, would be horrified to see the Vedas being taught in science class. "And they would have every right to be," he says, "That's how the separation of church and state works and it's the foundation of our country."
Changes needed
Kopplin is also concerned about the future, and how unprepared the United States has become.
"We don't just deny evolution," he says, "We are denying climate change and vaccines and other mainstream science. I'm calling for a Second Giant Leap to change the perception of science in the world."
To that end, Kopplin would like to see $1 trillion of new science funding and an end to denialist science legislation. He wants to see the American public become more aware and better educated about science.
"My generation is going to have to face major challenges to our way of living — and the way to overcome them is through rapid scientific advancement," he says. "But as as of right now, America has a science problem."
