Posted on 02/19/2009 4:06:47 PM PST by GodGunsGuts
Narrative Summary
4. Would you strongly agree, somewhat agree, somewhat disagree, or strongly disagree that teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory?
(Click excerpt link for responses)
5. Charles Darwin wrote that when considering the evidence for his theory of evolution, a fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question. Do you strongly agree, somewhat agree, somewhat disagree, or strongly disagree with Darwins statement?
(Click excerpt link for responses)
6. I am going to read you two statements about Biology teachers teaching Darwins theory of evolution. Please tell me which statement comes closest to your own point of viewStatement A or Statement B?
Statement A: Biology teachers should teach only Darwins theory of evolution and the scientific evidence that supports it.
Statement B: Biology teachers should teach Darwins theory of evolution, but also the scientific evidence against it.
(Click excerpt link for responses)
(Excerpt) Read more at evolutionnews.org ...
And that's your idea of presenting a civil argument on the weaknesses of the ToE?
Correct. Facts and evidence do. And there are plenty of both. Let them be heard!
I think the poll referred only to teaching scientific evidence. That leaves out ID.
You really want them to teach that God may be dead?
I actually think that TOE should be compared to Creationism and Lamarkian selection in biology classes. Teaching why those systems (Creationism and Lamarkian Selection) are wrong is very educational and actually might help students understand Evolution better.
You're a hoot.
==Trying to pick holes in evolution doesnt make creationism a science.
True enough. But if those wholes are being picked based on the hypothesis that the biblical account of creation and the noaitic flood are true, then it’s science. For instance: creationists predict that the earth is young, they predict not a tree of life, but an orchard of trees with no transitionals outside the bounds of the biblical kinds; they predict evidence of a global flood, etc, etc. They are forming hypothesis, and they are testing the same using the scientific method. That’s science.
Bring it.
And if I asked you about some of them what I'd get is a bunch of reasons why evolution must be wrong. Like I said, trying to knock down one theory doesn't build a different one.
Is that the argument you intend to bring into the classroom under the premise of presenting scientific evidence?
I’m not opposed to destroying the flimsy myth of evolution, first, if that’s where you want to start.
In our home school I teach my kids what evolution is, often using the evolution scientist’s own writings, so that they have an antithesis to our thesis that creation science is correct.
Having been raised to believe in evolution I have no qualms discussing its main teachings as well as contrasting it to the creationist view.
Evolutionists, in general, do not seem to share the same confidence and refuse to even mention the main creation science teachings, even if only critically.
{and wanton}
If the burden is on them, they're the only one's with any business in the classroom.
BTW, I have deep respect for the scientific method — but, I also know that it can never reveal all truths in the universe. I also know that all science should be treated as “provisional facts”. (One should say: “not yet disproven”, rather than “proven”.)
Keep your bibles in theology class, please.
There, I said it. This is the main issue (actually the only at this point) issue that divides me from Xians.
They’ve had a century and a half.
Time’s up.
Bring on ID.
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