Plato the Platypus says: "I'm a product of evolution; why aren't you?
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.
Have a nice weekend everybody!
Even the media couldn't believe it...raving delusional maniac!
374 posted on 2/22/02 10:53 AM Hawaii-Aleutian by f.Christian
Did you miss that one--his last hurrah?
Lack of Truth---thorazine?
Behold:
BehaveNet® Clinical Capsule™: Schizophrenia
BehaveNet® Clinical Capsule™:
DSM-IV & DSM-IV-TR:
Schizophrenia
Schizophrenia, a term introduced by Bleuler, names a persistent, often chronic and usually serious mental disorder affecting a variety of aspects of behavior, thinking, and emotion. Patients with delusions or hallucinations may be described as psychotic. Thinking may be disconnected and illogical. Peculiar behaviors may be associated with social withdrawal and disinterest.
Diagnostic criteria for Schizophrenia
(cautionary statement)A. Characteristic symptoms: Two (or more) of the following, each present for a significant portion of time during a 1-month period (or less if successfully treated):
(1) delusions
(2) hallucinations
(3) disorganized speech (e.g., frequent derailment or incoherence)
(4) grossly disorganized or catatonic behavior
(5) negative symptoms, i.e., affective flattening, alogia, or avolition
Note: Only one Criterion A symptom is required if delusions are bizarre or hallucinations consist of a voice keeping up a running commentary on the person's behavior or thoughts, or two or more voices conversing with each other.
Do I have to call you a liar?
coal miners in Europe hundred of years ago broke a coal seam in a mine hundred of feet underground and a frog jumped out.
Was it there or planted?
Could we bet each others lives on it!
I would...evolution--creation!
Was it there or planted?
Is this story apocryphal? Was it a practical joke played by the miners on some gullible journalist or fellow miner? Is this a tall tale?
Enquiring minds want to know.
Please explain how skull A can be in better shape than skull B simply by being a replica. If you can't directly impeach the import of the skull to my conversation with gore3000, why imply that you can?
Make no mistake Evolution (usually spelled with a capitol E) is a religion. Religion IS the belief of origins. Our tax-payer subsidized houses of indoctrination ARE teaching religion.
Smoke and mirrors, smoke and mirrors. The creationists he's speaking to will always follow the smoke and redirected light.
Please explain how skull A can be in better shape than skull B simply by being a replica.
Don't you recognize your own words? You told Gore2000 that---For instance, here's a skull in much better shape from another find:. That is not true. It is not from another find as it is a replica. A replica is not a source. You did not know that. You stated that it was from a find. Either you made a mistake which I pointed out or you are a liar which is it? I do not have the original so I cannot judge the fidelity of the replica, only point out that it is a replica. If the level of veracity displayed by the replica is anywhere near what you in general have been displaying, the original skull probably consisted of a tooth, a decayed one at that.
You're saying its a conjectural reconstruction and not a replica?
So you consider pointing out misrepresentation as smoke and mirrors?
Nope. You pointed out an error. VadeRetro acknowledged it, and pointed out, correctly, that it made no difference to the larger point he was making. He asked you if you were making a larger point as well. You didn't say. I can only conclude that your larger point is leading others think that your nit-picking was of significance to VRs larger point.
iff find=replica it is.
Thank you!!
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