Originally posted by kenshiro2012
so Nygdan, are you just trying to say that it is wrong for students to question those who are teaching them?
No. I am obviously not saying that.
If the questions are bunk? Then what is wrong with the teacher pointing this out? Educating the students as to why the questions are bunk and
are incorrect?
"students, those questions were handed out to you by ministers and activists who are immoral and corrupted liars. Your parents, also, have been
lying to you. Take out a pencil and paper and write an essay explaining why creationism is propaganda, your parents are decieved, and why the
religious radicals are a dangerous political force that has to be destroyed. This will count for 15 percent of your final grade'
Actually, that
does sound like a good idea. These questions can only be answered by taking on that which they hint at, biblical literalism,
yecism, oecism,
faith, directly. We do not want to turn science classrooms into places where religious dogma are examined and rejected.
As for what alternatives can / should be taught. a simple statement that evolution is only a theory and that there are others.
Again,
what others?
If a student wants to learn more of them, please visit the library.
Pointless. They can do this on their own. Singling out Evolution in this matter, as opposed to say gravity, or the germ theory of disease, is a
political ploy, not a valid scientific issue. I wouldn't have an issue with it at all, the basic concept is acceptable: Evolutionary Theory can be
overturned at any moment (of course, the factual existence of evolution is a different matter). We can all wake up tommorrow and someone can have
demonstrated that matter is not composed of atoms. But I don't see any activists groups calling for that. I only see opposition to 'evolution',
and by that the protestors usually mean 'abiogenesis, common decent, and the big bang', because, for some reason, those scientific theories clash
with their religious beleifs. Since its a religious issue, I see no reason to allow, for a moment, it to become a subject of discussion in a science
class. Science education
clealry notes that theories are based on evidence, and that new evidence can overturn/refute theories. Thats all
that needs to be noted. Its a sufficient catchall, and its taught early in science education. Singling out evolution is clearly not motivated by
scientific 'skeptisism' or 'exactness' in realtion to evolutionary theory.
By a teacher and or parent denying the instruction or explaination ( to the best of their ability) either of these theories are wrong and will
lead to our children just accepting what others "teach" them.
Lets face it, public education does not seek to make super scholars out of children. It seeks to make them civically minded and responsible and
moderately educated individuals. Not scientific researchers. Thats something for post-college levels of education. We teach students the basics of
economics, we don't expect them to be able to outwit donald trump. We teach a very simplified and basic way of studying history, and are barely
succeeding in doing that. Throwing in marxist interpretations of history, or functionalist vs evolutionary models of social change into the mix is
going to result in a bunch of kids who don't even know as little as students know now. SImilarly, having teachers have to deal with creationist
anti-rational propaganda is silly, especially having
science teachers have to deal with it. Kids need to learn some
basic stuff before
then can deal with these things. Case in point, most of the questions that creationists make and push, like the idiotic 'if we evolved from apes,
then why are there still apes', is a question that
anyone with a decent high school education on evolution shouldn't even
have to ask.
These creationists are disrupting public education, and creating enough false doubt and dismissal, that their own members don't even understand what
they are rejecting.
Bottom line, in a public school, these kids should get a decent education. If some religionists want their kids to 'question evolution because if
contradicts with the bible', well, maby those sunday school teachers should fielding the questions. These kids get a religious education at church,
in religious classes, at home, and in society. In a
science class, they should only be getting a
science education, not wasting
everyone's time with idiotic front questions pushed by religious activists.
If Darwin had done this, then we would not be having this discussion as he would have blindly accepted the creationist beliefs as was
predominate back then.
Darwin had to have a basic education about nature before he could grapple with evolutionary theory. He thought on if for
years. Now we expect
students to learn in it, what, a single year? And during that time we all have to worry about creationist tools wasting everyones time asking
irrelevant bogus questions that don't advance the discussion and only serve to get religion discussed in class? No.
I thought that the motto of this site was to deny ignorance,
If everyone on this site denied ignorance, then there'd be practically no creationists, nor tolerance for the movements anti-rational, pro-ignorance,
deceitful and lying political propaganda.
by not at least presenting both sides of any matter the begining of man or any other subject ionly promotes ignorance.
No, it does not. The creationist side of the evolution arguement is not a scientific arguement, its an irrational religious beleif. Discussing
religion in a science classroom is ignorance. I'd be all for a few days taken out of 'world history' to look at how the ideas of
creationism and intellifgent design were already on the wane by the time of lamarck and more or less completely rejected in Darwin's own time.
The 'modern' ID movement, which tries to seperate itself from 'scientific creationism', can be something considered in a philosophy class, under a
session on epistemology. However, we don't require philosophy and episemology studies in public schools, and, I dare say, most creationist advocates
would be protesting if students were required to read Nietzche, Islamic philosophers, Marx, Rand, etc, having to explain how religion is used as an
'opiate for the masses' or having their kids write essays on 'going beyond good and evil' and explaining 'why god is dead', etc etc.
aelita
In addition, I find the term "intelligent design" blasphemous. If anything, it should be "divine".
If they called it 'supernatural design', then the ruse would be up. The whole point of the modern intelligent design movement, backed and pushed by
Phil Johnson, and articulated in
the wedge document, is to claim that intelligent design is
merely a scientific theory that seeks to identify design, as in cars and buildings, and
use ID to 'wedge open' the schools and get
creationism proper on the table. That, in fact, is how its used. Eugenie Scott, of the
NCSE, has found that
these IDists will contacty sympathetic members of local school boards, and get them touse ID as a front for a series of suggested changes to the
science curriculum, claiming its just a matter of inclusive science, which tends to sit well with those who don't know the scam. Then, when there is
some public support, and the matter comes to review,
all discussion of ID is dropped, and outright creationism starts getting pushed.
Why do this, why not just be open and honest about it? Because the creationist movement, decades ago, tried to use the courts to force schools to
teach their religious dogma, and, obviously, failed utterly, I beleive the idea was even rejected by the SCOTUS itself. So ever since then its been a
series of dirty tricks and frauds to get it done.
So they can't call it 'divine design', becuase they have to pretend that they mean anythign by the 'intelligent designer', when they really mean
jesus.
junglejake
I like how you finished your statement by comparing questioning evolution to school shootings
I wouldnt' say that, but I would say that teenagers are pretty emotionally confused as it is. I don't see anyone benefit to having their religious
beleif system forcibly and publically torn down by authority figures.
All those stupid parents (if, of course, they've gotten a "proper" scientific education, otherwise they're just ignorant, I hope) stop
indoctronating thier kids with idiot mumbo-jumbo like creation and just accept a scientific theory
That would be a good start.
Let me be clear, my attitude is torwards the major promoters of the fraud and lies, the people at AIG, ICR, DI, etc etc. THey're frauds, hucksters,
charlatans, plain and simple. The
public are a different matter. The 'creationists laity' that I have met are very nice people, and are
usually as excited as I am to discuss the issues. They're not stupid. They're manipulated (perhaps not as insidiously as it sounds) by a
good propaganda machine, and a set of ideas that very strongly tug on man's mind. And, outside of that, they simply have
faith in
their god, and
beleive that god is telling them how the world was created (more or less) in the bible. Some of them take it more literally
than others. I mean, faith is faith, you can't get 'upset' with it, its not a 'rational choice', by definition.
Personaly, I'd love to see students, throughout the country, put into a few hours more of school every day, and have their school year expanded to
include almost the entire year (adults don't get 'summer vacation', its not a 'psychological necessity'). There's so much stuff that kids can
be taught about, and its worth the extra time. I'd very much like to see the average school curriculum include classes about philosophy and such,
and see things like creationism discussed, and I'd very much like to see a more open and spirited public discussion about the issues.
All those stupid parents (if, of course, they've gotten a "proper" scientific education, otherwise they're just ignorant, I hope) stop
indoctronating thier kids with idiot mumbo-jumbo like creation and just accept a scientific theory
This is not true. One does not need faith to accept evolution, at least no more 'faith' than one needs to accept that its not angles pushing the
planets around, but rather gravity pulling them, or that its not some 'divine fire' that rumbles around inside a computer, but rather electricity
composed of electron flow.
and view the facts that support the theory while ignoring those that do not
This is the critical point.
We approach a rock formation. Its a sedimentary layer with a progression of grain sizes, generally, from bigger to small, bottom to top. We find
fossils in it of water and land animals along with petrified smashed up peices of wood.
Is it evidence of a local flood, that swept up and eventually settled out dirt, mice, fish and turtles and smashed logs into peices?
Or is it proof of 'The Flood' in the bible and is the wood Noah's Ark?
Is it evidence for or against 'evolution' (even tho it has nothign to do with natural selection, and evolution is more of a catch all?)
How do we answer that question? By refereing to the bible? Even then, we'd expect to ask some rational questions about the evidence.
Thats how we answer the questions, not thru the bible, but thru rational thinking. The bible is plenty good for lots of people in answering
important life questions that can't even be touched by 'rational thinking'. But its
not a book that can be used to answer scientific
questions. We need to apply a rational methodology to how we do things, at least if we want to call it scientific. Rational logical methodology
is scientific methodology. the catchall 'Evolution'
is scientific, it is a rational way of looking at things (actually, its the
conclusion we reach by rationally and logically looking at the world around us).
and demonized if they have any scientific credibility at all
Thats something that has to be looked at on a case by case basis. Behe and Dembski are supposed to be scientists, but they should know better than to
call a search for divinity scientific. Supernatural Design/Divine Intervention
can not be studied by the scientific method, its beyond its
purview. Science can't anymore
prove that there is a god than it can possible
disprove that there is a god. Those are the primary
complaints that I have seen against thos guys and most creationists who have science degrees and back disclept 'scientific creationism'. There are
other people in the creationist movement who
claim to have scientific degrees or advanced degrees, but in reality, don't. Kent Hovind's
PHD from a 'locally accredited' university is a good example. Actually, its sort of unfair,
because Hovind is
such a fraud that one could claim that one is merely pointing out the worst of the worst.
However, teachers have had talking points for a while now, why not the kids?
Because the teachers are there to teach science, the students are there to learn science, these 'talking points' are bogus. They're mostly
false claims that the people distributing tem can't
honestly claim to have not been informed about.
If, however, they are asking the questions because they want answers or to understand, let them ask the questions
Indeed, they should. These questions are distributed to their families and them by creationist activists at church and religious meetings and they
are encouraged to bring it up. They are not issues or questions that the kids came up with in the course of their studies. Therefore, theyshould be
rejected. And, look at it, these activists, they
already have the kids attention, they have them in church, at religious meetings, and in
sunday school. If they really were concerned about educating these kids, they'd be doing it there. But they don't, they don't want to waste their
time explaining evolutionary theory and why those questions are wrong or inaccurate or inapplicable, they want to teach religion (understandably
enough). So if
they won't even teach this stuff to their kids in their own schools,
why should public teachers have to work with this
garbage?
The questions you quoted from that ten link were pretty easy to refute
Precisely. Anyone doing a modicum of research would see, they're bogus questions, the people that maintain that site, and distribute the
questions,they
know the answers, they've had it explained to them,
and yet they still had it out. Thats why its propaganda, thats why
its bogus, thats why its
political.
The question about the Peppered Moth I would pose is why do evolutionists use the peppered moth study, an obvious example of micro evolution,
to prove macro evolution?
Good question, the relationship of micro evolution to macro evolution.
I
think we are in a discussion on this in another thread, so I will breifly cite
this and
this and quote
this:
Microevolution and macroevolution are different things, but they involve mostly the same processes. Microevolution is defined as the change of
allele frequencies (that is, genetic variation due to processes such as selection, mutation, genetic drift, or even migration) within a population.
There is no argument that microevolution happens (although some creationists, such as Wallace, deny that mutations happen). Macroevolution is defined
as evolutionary change at the species level or higher, that is, the formation of new species, new genera, and so forth. Speciation has also been
observed.
but thats a snippet only.
As for the Archaeopteryx, I spent about a page discussing this little buddy a while back on ATS
I'd be interested to see that discussion. Archaeopteryx is clearly a transitional animal, it has bird like characteristics and reptilian
characteristics. If nothing else, it demonstrates that the idea of 'kinds' of animals is bunkum, ie not real, there are no 'kinds' of animals.
Creationism often puts forth this pseudo-scientific stuff about 'Baraminology' (baramin apparently being a biblical word for kind), and
'baraminologists' will usualy state that 'every kind was created, and then the kinds evolved', ie, an intial bird kind was created
ad hoc,
and then that bird evolved into all the birds around. Problem is, as noted above, kinds simply do not exist.
[edit attributions - nygdan]
[edit on 4-5-2005 by Nygdan]