Posted on 02/18/2002 4:59:53 AM PST by cracker
The Dispatch tries to verify the identity of those who submit letters to the editor, but this message presented some problems. It arrived on a postcard with no return address:
Dear Representative Linda Reidelbach: Evolution is one of my creations with which I am most pleased.
It was signed, God.
The Dispatch cannot confirm that this is a divine communication, but the newspaper does endorse the sentiment it expresses: that there is room in the world for science and religion, and the two need not be at war.
The newspaper also agrees that Reidelbach, a Republican state representative from Columbus, is among the lawmakers most in need of this revelation. She is the sponsor of House Bill 481, which says that when public schools teach evolution, they also must teach competing "theories'' about the origin of life.
Reidelbach says the bill would "encourage the presentation of scientific evidence regarding the origins of life and its diversity objectively and without religious, naturalistic or philosophic bias or assumption.''
What this appears to mean is that any idea about the origin of life would be designated, incorrectly, a scientific theory and would get equal time with the genuine scientific theory known as evolution.
Those who correctly object that the creation stories of various religions are not scientific would be guilty, in the language of this bill, "of religious, naturalistic or philosophic bias or assumption.''
Never mind that science is not a bias or an assumption but simply a rigorous and logical method for describing and explaining what is observed in nature.
What Reidelbach and her co-sponsors are attempting to do is to require that science classes also teach creationism, intelligent design and related unscientific notions about the origin of life that are derived from Christian belief.
So bent are they on getting Christianity's foot in the door of science classrooms that they apparently don't mind that this bill also appears to give the green light to the creation stories of competing religions, cults and any other manifestation of belief or unbelief. Apparently, even Satanists would have their say.
But the real problem is that Reidelbach's bill would undermine science education at the very moment when Ohio should be developing a scientifically literate generation of students who can help the state succeed in 21st-century technologies and compete economically around the globe.
The fact is that religious ideas, no matter how much they are dressed up in the language of science, are not science. And subjecting students to religious ideas in a science class simply would muddle their understanding of the scientific method and waste valuable time that ought to be used to learn genuine science.
The scientific method consists of observing the natural world and drawing conclusions about the causes of what is observed. These conclusions, or theories, are subject to testing and revision as additional facts are discovered that either bolster or undermine the conclusions and theories. Scientific truth, such as it is, is constantly evolving as new theories replace or modify old ones in the light of new facts.
Religious notions of creation work in the opposite fashion. They begin with a preconceived belief -- for example, that God created all the creatures on the Earth -- and then pick and choose among the observable facts in the natural world to find those that fit. Those that don't are ignored.
The scientific approach expands knowledge about the natural world; the religious approach impedes it.
The classic example of this occurred 369 years ago when the Catholic Church forced Galileo to recant the Copernican theory that the Earth revolves around the sun. That theory contradicted the religiously based idea that man and the Earth formed the center of God's creation. Had the church's creationist view of the solar system prevailed, Ohioan Neil Armstrong never would have set foot on the moon.
Today, Copernican theory is established and acknowledged fact.
When it comes to evolution, much confusion grows out of the understanding -- or misunderstanding -- of the words theory and fact. Evolution is a theory, but one that has become so thoroughly buttressed by physical evidence that, for all intents and purposes, it is a fact. No one outside of the willfully obstinate questions the idea that new life forms evolved from older ones, a process conclusively illustrated in biology and the fossil record.
Where disagreement still exists is over how the process of evolution occurs. Scientists argue about the mechanism by which change occurs and whether the process is gradual and constant or proceeds in fits in starts. But while they debate over how evolution occurs, they do not doubt that it does occur.
Another way to understand this is to consider gravity. Everyone accepts the existence of this force, but many questions remain about just what gravity is and how it works. That scientists argue about how gravity works doesn't change the fact that gravity exists. Or, as author Stephen Jay Gould has put it, "Einstein's theory of gravitation replaced Newton's in this century, but apples didn't suspend themselves in midair, pending the outcome.''
Just as with gravity, evolution is a fact.
Those who persist on questioning this fact are a tiny minority, even among people of faith. But they are a loud minority and, to those not well-grounded in science, their arguments can sound reasonable, even "scientific.'' But their arguments are little more than unfounded assertions dressed up in the language of science.
This minority also insists on creating conflict between religion and science where none needs to exist. Major faiths long since have reconciled themselves to a division of labor with science. Religion looks to humankind's spiritual and moral needs, while science attends to the material ones.
The Catholic Church, which once tried to hold back the progress of science, now admits that it was wrong to suppress Galileo. More than a billion Catholics draw sustenance from their faith untroubled by the knowledge that the planet is racing around the sun.
Religion, in turn, provides spiritual and moral guideposts to decide how best to use the awesome powers that science has unlocked and placed at humankind's disposal.
Nor are scientists themselves antagonistic to religion. Albert Einstein, one of the greatest scientific geniuses in history, was deeply reverent: "My comprehension of God comes from the deeply felt conviction of a superior intelligence that reveals itself in the knowable world,'' he once said.
Others have made similar observations. The more the scientific method reveals about the intricacies of the universe, the more awestruck many scientists become.
The simplest way to reconcile religion and evolution is to accept the view propounded early last century by prominent Congregationalist minister and editor Lyman Abbott, who regarded evolution as the means God uses to create and shape life.
This view eliminates conflict between evolution and religion. It allows scientists to investigate evolution as a natural process and lets people of faith give God the credit for setting that process in motion.
As for what to do about creationism and evolution in schools, the answer is easy. Evolution should be taught in science classes. Creationism and related religiously based ideas should be taught in comparative-religion, civics and history classes.
Religion was and remains central to the American identity. It has profoundly shaped American ideals and provided the basis for its highest aspirations, from the Declaration of Independence to the civil-rights movement. There is no question that religion is a vital force and a vital area of knowledge that must be included in any complete education.
But not in the science classroom, because religion is not science. There is no such thing as Buddhist chemistry, Jewish physics or Christian mathematics.
The Earth revolves around the sun regardless of the faiths of the people whom gravity carries along for the ride. Two plus two equals four whether that sum is calculated by a Muslim or a Zoroastrian.
Reidelbach and her supporters genuinely worry that a crucial element -- moral education and appreciation of religion's role in America -- is missing in education. But they will not correct that lack by injecting pseudoscience into Ohio's science curriculum.
And Reidelbach is not the only one making this mistake. Senate Bill 222, sponsored by state Sen. Jim Jordan, R-Urbana, is equally misguided. This bill would require that science standards adopted by the State Board of Education be approved by resolution in the General Assembly. This is a recipe for disaster, injecting not only religion, but also politics, into Ohio's science classes.
These two bills should be ignored by lawmakers.
In a few months, when the State Board of Education lays out the standards for science education in Ohio's public schools, it should strongly endorse the teaching of evolution and ignore the demands of those who purvey pseudoscience.
My brain hurts!
But seriously I was trying to answer more generically. I think you're right. A bound electron would end up in a finite energy state - it's minimum or zero point energy state. Off the top of my head, I don't remember exactly how to treat an unbound electron, but the uncertainty would put a non-zero minimum limit on its energy.
I'll telepathically summon the master.
scientific method will never be able to prove the past. It can't even prove whether a person has a soul or not. It will never ever prove a big bang though millions will and do swear that it does.
The same argument is true for things more mundane than evolution. Physics: did the sun rise yesterday? Will it rise tomorrow? History, literature, art, chemistry... how can we PROVE that things existed in the past, or that the laws of the universe are constant? Well, really we can't. We can never know that the universe wasn't just created by God yesterday, with all the evidence and memories merely here to fool us into thinking it is older.
But I doubt you would accept that as a reason to stop teaching history in schools. No one alive today was AT Valley Forge, but should we stop teaching about George Washington and the Constitution? You did not see Shakespeare write his plays, or Leonardo paint his art, or Columbus sail to America, or Pastuer culture his microbes. No one alive today can personally vouch for the existence of Jesus - none of us was actually in Judea 2000 years ago, but should we reject Christianity on that basis? Of course not. We accept these aspects of our historical record based on the evidence existing today for their occurrence.
Likewise, we accept the evidence of the natural world for events far older. We know Vesuvius exploded because we see the ruins, and the Romans made records, and also because the geologic evidence supports it. And we are finding out about the flooding of the Black Sea basin 6000 years ago on the basis of geologic evidence. These observations are no different from conjecture about the authorship of Romeo and Juliet, except that the pen used was not set by humans, but by the natural processes of the world. And so the evidence for evolution: observation of the natural world and experimentation. But you would not discard all of our history from the classroom for such a silly conjecture (the idea that God is a vicious jokester who delights in deceiving humans), so why would you discard evolution for the same reason?
I have my own ideas about what "spirit" means, which is a different subject and context to the thread. Somebody mentioned being created in the image of God, and somebody else commented about God having a physical body.
Since I am in no way an ancient Hebrew, Aramaic or Greek scholar, nor am I an expert in the culture and times of the writings of the Bible, I cannot say what the writers might have meant by the word "spirit", other than guess with my western perspective. Anyone can look for themselves if they're so interested.
Which only become "real" when "measured".
That, of course, segues into the real reason an electron cannot be at rest: the Heisenberg Uncertainty Principle. If an electron were at rest, it would be at a well-defined location with a well-defined momentum.
"Spirit" isn't matter. It isn't energy. So say those who claim to know such things. In other words, it isn't anything we know. Nor is it anything the "experts" know. I suspect therefore that it's nothing at all. [Always subject to the presentation of varifiable evidence, of course.]
Denise Duck says, "Hello, big boy"
Does it look like Panderichthys?
Clever turnabout of my post, which said ths same thing about "Spirit." However, although it's a nice try, it doesn't quite do what you hoped it would do. Consciousness, which is largely an unexplored and poorly understood phenomenon, is nevertheless quite different from spirit. Consciousness has an objectively verifiable existence (as spirit does not). We know, and can easily demonstrate, that consciousness has an electrical component. It appears to be electro-chemical in nature, and the objective evidence of its existence (all those graphic printouts) appear to cease when the host organism dies. So the evidence suggests that consciousness exists within, is a component of, and requires a living organism. None of this evidence exists for "spirit." It is sometimes suggested that consciousness has a "spiritual" component too, but the objectively verifiable evidence for that, as with spirit in general, does not exist.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.