It's just that it's easier to have a shorthand conversation with someone who can pick up on the bits without needing backgrounding.
***A very good point indeed. My suggestion to all, creats & abiogs & evos is to have one page where you post articles that everyone agrees are even handed and bring one up to speed on the debate. Patrick Henry's home page is very interesting, but it is a bit overwhelming. One thing to keep in mind, also, is that PatrickHenry might lose his posting privileges and then all that work goes down the drain. A beginner's FAQ that everyone acknowledges would be a good idea -- it would save everyone a lot of time.
The subject is actually not as easy as it is made out to be.
***And hereby you reinforce a point that I made earlier. Origins belongs in a 2nd year bio regimen due to its advanced nature (of course I think it should be a philosophy class, but that's just wandering off on a tangent).
My other point is that in a science class the student is there to learn what the scientists think.
***This is kind of interesting. My impression was that one was there to learn facts first, and what scientists think might come later. I don't mind a philosophy professor telling me his philosophy, nor a poly sci professor telling me his political views. But I do mind a bio prof telling me his religious/philosophy views, and the bleedover that has been resulting where other profs take their cues and proceed from evo to lay in their pet philosophies.
Disagreement is fine, but in exams or in labs there is always...always the unspoken "What we currently believe" as part of the question.
***Hmmm, that's interesting also. In electrical engineering, folks are likely not to tell you what they currently believe because a research grant or paper might be at stake. I'm gonna have to chew on that one for awhile.
But all the best research comes from questioning the current.
***If you question evo in an anthropology department, your funding will likely dry up. I wonder if some good research is lost because of that.
http://www.talkorigins.org
A bottomless source of well written articles, and a forum.
I'm going to break this up to keep the segments short.
First: re PatrickHenry's Lost o' Links.
It may seem overwhelming but that harks back to the complexity of the subject matter. He does have good subtopic headings so you can paick and choose.
Then there is Ichneumon's resource article explaining the basics in one fell swoop.
I'd suggest printing that one out and perusing it at your convenience. It's quite clear if taken in small bites.
"...The subject is actually not as easy as it is made out to be.
***And hereby you reinforce a point that I made earlier. Origins belongs in a 2nd year bio regimen due to its advanced nature (of course I think it should be a philosophy class, but that's just wandering off on a tangent)..."
Complex aspects do come later but the basic idea helps to explain so much, as in the dinosaurs kids are so interested in, that some mention needs to be made early.
This one is a biggie in terms to the notion of putting Creation into biology classes.
"My other point is that in a science class the student is there to learn what the scientists think.
***This is kind of interesting. My impression was that one was there to learn facts first, and what scientists think might come later. I don't mind a philosophy professor telling me his philosophy, nor a poly sci professor telling me his political views. But I do mind a bio prof telling me his religious/philosophy views, and the bleedover that has been resulting where other profs take their cues and proceed from evo to lay in their pet philosophies. "
When I say "what scientists think" I am referring to the current state of the field. You might term it "facts" but I, as a teacher in the field, prefer "data" and "current scientific interpretations."
Without that, of with diluting that, the student has no basis to go further.
Hasn't Maxwell's demon been sorta changed?
And "question an evo in anthropology" doesn't mean much. Perhaps you meant paleontology.
Your funding dries up if your research proposals don't look good. It's got to be based on soomething. DI's got lots of money so if there are good research proposals out there that are being ignored, they can fund it