In the usual practice of academia, research is used to create theories. Theories are then used to explain a set of facts and to understand phenomena. And as new data is encountered and as old theories become obsolete, these theories either evolve or are they’re replaced by new theories. This is the natural way of things. All along the way, there is plenty of rigorous academic debate and respectful discourse over the research conducted and the application of theories.

However, as I write this, the Science of Reading Clown Club is doing what any clown club would do when they can’t win an argument based on merits; they are lobbying state legislatures to force teacher preparation programs at all colleges and universities in the state of Minnesota to include Clown Club principles in their curriculum.

The Science of Reading clown Club is an interesting bit of paradox that appears to be based on a misunderstanding of both science and reading.