Posted on 03/13/2004 11:53:26 AM PST by js1138
Critical Analysis of Evolution – Grade 10
Life Sciences
Benchmark H
Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this benchmark does not mandate the teaching or testing of intelligent design.)
Indicator 23
Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)
Scientific Ways of Knowing
Benchmark A
Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.
Indicator 2
Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.
Indicator 3
Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.
Lesson Summary:
This lesson allows students to critically analyze five different aspects of evolutionary theory. As new scientific data emerge, scientists’ understandings of the natural world may become enhanced, modified or even changed all together. Using library and Internet sources, groups of students will conduct background research for one of the aspects of evolution in preparation for a critical analysis discussion. Students also will listen to, and take notes on, their classmates' critical analyses of evolution theory.
Estimated Duration: Four to six hours
Commentary:
This lesson should be used midway or toward the end of a unit on evolution. This will allow students to “carry over” their knowledge of basic evolutionary concepts into this lesson. The strength of this lesson lies in having students research topics that interest them about evolutionary biology. Students are encouraged to consider the research and discuss their findings with fellow students.
Pre-Assessment:
· The following items can be used to stimulate dialogue with the students.
· Instruct students to copy the following items from the chalkboard in their science lab notebook.
1. Describe anomalies and explain why they exist.
2. Are there any benefits to exploring scientific anomalies?
3. How do scientists make and test predictions?
4. How do scientists critically analyze conflicting data?
5. Define the following terms in your own words:
§ Theory
§ Critical analysis
§ Natural selection
§ Biological evolution
§ Macroevolution
§ Microevolution
· Direct students to respond to the questions in their science notebook in as much detail as possible leaving space to record information from the ensuing dialogue to add to their notes.
Scoring Guidelines:
Collect pre-assessments and evaluate for indication of prior knowledge and/or misconception. Sample definitions for question five in the pre-assessment include, but are not limited to, the following:
· Theory
A supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained.
· Critical analysis
The separation of an intellectual idea into its constituent parts for the purpose of a careful, exact evaluation and judgment about those parts and their interrelationships in making up a whole. (This definition combines the definition for critical and analysis.)
· Natural selection
The principle that in a given environment, individuals having characteristics that aid survival will produce more offspring, and the proportion of individuals having such characteristics will increase with each succeeding generation.
· Biological evolution
Changes in the genetic composition of a population through successive generations.
· Macroevolution
Large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups.
· Microevolution
Evolution resulting from a succession of relatively small genetic variations that often cause the formation of new subspecies.
Post-Assessment:
Instructional Procedures:
Instructional Tip:
Scientists make a distinction between two areas of evolutionary theory. First, scientists consider mutation, natural selection, genetic drift and gene flow (immigration and emigration) as the processes that generate evolutionary changes in organisms and populations. Second, the theory of universal common descent describes the historical pattern of biological change. This theory maintains that all living forms have descended from earlier living forms and ultimately from a single common ancestor. Darwin envisioned the theory of universal common descent as a necessary result of evolutionary changes in organisms and populations, and represented it in his branching tree of life. Students will investigate and analyze these two areas of evolutionary theory in this lesson.
In addition to the distinctions between different areas of evolutionary theory, scientists also find it helpful to distinguish amounts of biological change or evolution. Microevolution refers to evolution resulting from a succession of relatively small genetic variations that often cause the formation of new subspecies. Macroevolution refers to large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups. These terms are helpful distinctions in the course of analyzing evolutionary theory. These terms have appeared in OhioLink research databases, numerous Internet sites, and biology and evolution textbooks. Though “micro” and “macro” are prefixes, it is quite clear that the scientific community recognizes and acknowledges the distinction between the words. To help ensure academic clarity, this lesson distinguishes between microevolution and macroevolution. Teachers may need to provide support to students to help them understand this distinction throughout the lesson.
Student Engagement
· Spontaneous generation versus biogenesis
Several pieces of data could be used. One example is Francesco Redi’s observation that flies must contact meat in order for maggots to appear on the meat.
· Geocentric versus Heliocentric
Several pieces of data could be used. One example is the observed phases of Venus.
Instructional Tip:
Alternative strategies for beginning this lesson could be to engage students in a Socratic discussion or a mini-lecture. See the Web site for student research at the Los Alamos National Laboratory for guidelines on the Socratic method. The Web address is listed in the Technology Connections section.
Student Research
Aspect 1: Homology (anatomical and molecular)
Aspect 2: Fossil Record
Aspect 3: Anti-Biotic Resistance
Aspect 4: Peppered Moths
Aspect 5: Endosymbiosis
Instructional Tip:
Attachment B, Investigative Worksheet, has questions that can be applied to all five aspects. This will help students become familiar with the data, and therefore be able to critically analyze the evidence for either the supporting side or the challenging side. As they complete the worksheet, the group members may all work together on each question, or divide the questions among themselves and then share their findings as a group.
Instructional Tip:
Encourage all students to participate in the critical analysis activity because the experience will be a learning opportunity. Be prepared, however, to distribute alternate assignments to students who do not want to participate.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).
Extension:
Have students consider other aspects of evolutionary biology that are critically analyzed by scientists. Possible topics include:
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Interdisciplinary Connections: |
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Social Studies Skills and Methods Standard |
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Benchmark A |
Evaluate the reliability and credibility of sources. |
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Indicator 1 |
Determine the credibility of sources by considering the following: a. The qualifications and reputation of the writer; b. Agreement with other credible sources; c. Recognition of stereotypes; d. Accuracy and consistency of sources; e. The circumstances in which the author prepared the source. |
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English Language Arts Research Standard |
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Benchmark B |
Evaluate the usefulness and credibility of data and sources. |
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Indicator 3 |
Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). |
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Benchmark C |
Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. |
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Indicator 2 |
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). |
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Indicator 4 |
Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. |
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site’s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: attachments, resource materials such as the Internet, World Wide Web, library resources
For the student: attachments, resource materials such as the Internet, World Wide Web, library resources
Vocabulary:
Technology Connections:
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Associat ion for Supervision and Curriculum Development, 2001.
General Tips:
1. Ayala, Francisco, "The Mechanisms of Evolution." Scientific American, 239:3 (1978): 56-69.
Attachments:
Attachment A, Five Aspects of Evolution
Attachment B, Investigative Worksheet
Attachment A
Five Aspects of Evolution
Aspect 1: Homology
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: Different animals have very similar anatomical and genetic structures. This suggests that these animals share a common ancestor from which they inherited the genes to build these anatomical structures. Evolutionary biologists call similarities that are due to common ancestry “homologies.” For example, the genes that produce hemoglobin molecules (an oxygen carrying protein) in chimps and humans are at least 98% identical in sequence. As another example, bats, humans, horses, porpoises and moles all share a forelimb that has the same pattern of bone structure and organization. The hemoglobin molecule and the “pentadactyl limb” provide evidence for common ancestors. Also, the genetic code is universal, suggesting that a common ancestor is the source.
Brief Challenging Sample Answer: Some scientists think similarities in anatomical and genetic structure reflect similar functional needs in different animals, not common ancestry. The nucleotide sequence of hemoglobin DNA is very similar between chimps and humans, but this may be because they provide the same function for both animals. Also, if similar anatomical structures really are the result of a shared evolutionary ancestry, then similar anatomical structures should be produced by related genes and patterns of embryological development. However, sometimes, similar anatomical structures in different animals are built from different genes and by different pathways of embryological development. Scientists can use these different anatomical structures and genes to build versions of Darwin family trees that will not match each other. This shows that diverse forms of life may have different ancestry.
Aspect 2: Fossil Record
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: The fossil record shows an increase in the complexity of living forms from simple one-celled organisms, to the first simple plants and animals, to the diverse and complex organisms that live on Earth today. This pattern suggests that later forms evolved from earlier simple forms over long periods of geological time. Macroevolution is the large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups. The slow transformations are reflected in transitional fossils such as Archaeopteryx (a reptile-like bird) and mammal-like reptiles. These transitional fossils bridge the gap from one species to another species and from one branch on the tree of life to another.
Brief Challenging Sample Answer: Transitional fossils are rare in the fossil record. A growing number of scientists now question that Archaeopteryx and other transitional fossils really are transitional forms. The fossil record as a whole shows that major evolutionary changes took place suddenly over brief periods of time followed by longer periods of “stasis” during which no significant change in form or transitional organisms appeared (Punctuated Equilibria). The “Cambrian explosion” of animal phyla is the best known, but not the only example, of the sudden appearance of new biological forms in the fossil record.
Aspect 3: Antibiotic Resistance
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: The number of strains of antibiotic resistant bacteria, such as of Staphylococcus aureus, have significantly increased in number over time. Antibiotics used by patients to eliminate disease-causing bacterial organisms have facilitated this change. When some bacteria acquire a mutation that allows them to survive in the presence of antibiotics, they begin to survive in greater numbers than those that do not have this mutation-induced resistance. This shows how environmental changes and natural selection can produce significant changes in populations and species over time.
Brief Challenging Sample Answer: The increase in the number of antibiotic resistant bacterial strains demonstrates the power of natural selection to produce small but limited changes in populations and species. It does not demonstrate the ability of natural selection to produce new forms of life. Although new strains of Staphylococcus aureus have evolved, the speciation of bacteria (prokaryotes) has not been observed, and neither has the evolution of bacteria into more complex eukaryotes. Thus, the phenomenon of antibiotic resistance demonstrates microevolution.
Aspect 4: Peppered Moths (Biston betularia)
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: During the industrial revolution in England, more soot was released into the air. As a result, the tree trunks in the woodlands grew darker in color. This environmental change also produced a change in the population of English peppered moths (scientifically known as Biston betularia). Studies during the 1950s have suggested a reason for this change. It was observed that light-colored moths resting on dark-colored tree trunks were readily eaten by birds. They had become more visible by their predators compared to their dark-colored counterparts. This different exposure to predation explained why the light-colored moths died with greater frequency when pollution darkened the forest. It also explained why light-colored moths later made a “comeback” when air quality improved in England. This whole situation demonstrates how the process of natural selection can change the features of a population over time.
Brief Challenging Sample Answer: English peppered moths show that environmental changes can produce microevolutionary changes within a population. They do not show that natural selection can produce major new features or forms of life, or a new species for that matter—i.e., macroevolutionary changes. From the beginning of the industrial revolution, English peppered moths came in both light and dark varieties. After the pollution decreased, dark and light varieties still existed. All that changed during this time was the relative proportion of the two traits within the population. No new features and no new species emerged. In addition, recent scientific articles have questioned the factual basis of the study performed during the 1950s. Scientists have learned that peppered moths do not actually rest on tree trunks. This has raised questions about whether color changes in the moth population were actually caused by differences in exposure to predatory birds.
Aspect 5: Endosymbiosis (formation of cellular organelles)
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: Complex eukaryotic cells contain organelles such as chloroplasts and mitochondria. These organelles have their own DNA. This suggests that bacterial cells may have become established in cells that were ancestral to eukaryotes. These smaller cells existed for a time in a symbiotic relationship within the larger cell. Later, the smaller cell evolved into separate organelles within the eukaryotic ancestors. The separate organelles, chloroplast and mitochondria, within modern eukaryotes stand as evidence of this evolutionary change.
Brief Challenging Sample Answer: Laboratory tests have not yet demonstrated that small bacteria (prokaryotic cells) can change into separate organelles, such as mitochondria and chloroplasts within larger bacterial cells. When smaller bacterial cells (prokaryotes) are absorbed by larger bacterial cells, they are usually destroyed by digestion. Although some bacterial cells (prokaryotes) can occasionally live in eukaryotes, scientists have not observed these cells changing into organelles such as mitochondria or chloroplasts.
Attachment B
This activity will help you to prepare for the critical analysis activity. Complete the following table by addressing the following points when you record supporting and challenging data for one aspect of evolution. Record your responses on the appropriate space on the chart.
Not unless it's recapitulating phylogically. Did I hit a nerve or are you blowing smoke to lower internal pressures?
Hmmm. Kuhn began with that word and decided to replace with exemplar an idea of some interest to Foucault. You may have a virus, js
Appendix A. Great Scientists Who Were Also Creationists by Timothy R. Stout
Many of the major fields of science were founded by Christians. This information was taken from the book Men of Science, Men of God by Henry M. Morris, Ph.D.
1. Johann Kepler (1571-1630) was the founder of physical astronomy. Kepler wrote "Since we astronomers are priests of the highest God in regard to the book of nature, it befits us to be thoughtful, not of the glory of our minds, but rather, above all else, of the glory of God.
2. Robert Boyle (1627-1691) is credited with being the father of modern chemistry. He also was active in financially supporting the spread of Christianity through missions and Bible translations.
3. Blaise Pascal (1623-1662) was one of the greatest early mathematicians, laid the foundations for hydrostatics, hydrodynamics, differential calculus, and the theory of probability. To him is attributed the famous Wager of Pascal, paraphrased as follows: "How can anyone lose who chooses to be a Christian? If, when he dies, there turns out to be no God and his faith was in vain, he has lost nothing--in fact, has been happier in life than his nonbelieving friends. If, however, there is a God and a heaven and hell, then he has gained heaven and his skeptical friends will have lost everything in hell!"
4. John Ray (1627-1705) was the father of English natural history, considered the greatest zoologist and botanist of his day. He also wrote a book, "The wisdom of God Manifested In The Works of Creation."
5. Nicolaus Steno (1631-1686) was the father of Stratigraphy. He believed that fossils were laid down in the strata as a result of the flood of Noah. He also wrote many theological works and late in his life took up religious orders.
6. William Petty (1623-1687) helped found the science of statistics and the modern study of economics. He was an active defender of the Christian faith and wrote many papers sharing evidence of God's design in nature.
7. Isaac Newton (1642-1727) invented calculus, discovered the law of gravity and the three laws of motion, anticipated the law of energy conservation, developed the particle theory of light propagation, and invented the reflecting telescope. He firmly believed in Jesus Christ as his Savior and the Bible as God's word, and wrote many books on these topics.
8. Carolus Linnaeus (1707-1778) was the father of biological taxonomy. His system of classification is still in use today. One of his main goals in systematizing the varieties of living creatures was an attempt to delineate the original Genesis "kinds." He firmly believed in the Genesis account as literal history.
9. Michael Faraday (1791-1867) was one of the greatest physicists of all time, developed foundational concepts in electricity and magnetism, invented the electrical generator, and made many contributions to the field of chemistry. He was active in the various ministries of his church, both private and public, and had an abiding faith in the Bible and in prayer.
10. Georges Cuvier (1769-1832) was the founder of the science of comparative anatomy and one of the chief architects of paleontology as a separate scientific discipline. He was a firm creationist, participating in some of the important creation/evolution debates of his time.
11. Charles Babbage (1792-1871) was the founder of computer science. He developed information storage and retrieval systems, and used punched cards for instruction sets and data sets in automated industrial controls. He was also a Christian with strong convictions and wrote an important book defending the Bible and miracles.
12. John Dalton (1766-1844) was the father of atomic theory, which revolutionized chemistry. He was an orthodox, Bible-believing Christian.
13. Matthew Maury (1806-1873) was the founder of oceanography. He believed that when Psalm 8:8 in the Bible talked about "paths in the seas," that there must therefore be paths in the seas. He dedicated his life to charting the winds and currents of the Atlantic and was able to confirm that the sea did indeed have paths, just as spoken of in the Bible.
14. James Simpson (1811-1879) discovered chloroform and laid the foundation for anesthesiology. He said his motivation to perform the research leading to this discovery was a fascination in the book of Genesis with Adam's deep sleep during the time in which Eve was fashioned from his side. He said his biggest discovery was finding Jesus Christ as Savior.
15. James Joule (1818-1889) discovered the mechanical equivalent of heat, laying the foundation for the field of thermodynamics. Joule also had a strong Christian faith.
16. Louis Agassiz (1807-1873) was the father of glacial geology and a great paleontologist. He believed in God and in His special creation of every kind of organism. When Darwin's Origin began to gain favor, Agassiz spoke out strongly against it.
17. Gregory Mendel (1822-1884) was the father of genetics. He had strong religious convictions and chose the life of a monk. He was a creationist and rejected Darwins's ideas, even though he was familiar with them.
18. Louis Pasteur (1822-1895) was the father of bacteriology. He established the germ theory of disease. His persistent objections to the theory of spontaneous generation and to Darwinism made him unpopular with the scientific establishment of his day. He was a Christian with extremely strong religious convictions.
19. William Thompson, Lord Kelvin (1824-1907) is considered one of the all-time great physicists. He established thermodynamics on a formal scientific basis, providing a precise statement of the first and second laws of thermodynamics. Lord Kelvin was a strong Christian, opposing both Lyellian uniformitarianism and Darwinian evolution. In 1903, shortly before his death, he made the unequivocal statement that, "With regard to the origin of life, science...positively affirms creative power."
20. Joseph Lister (1827-1912) founded antiseptic surgical methods. Lister's contributions have probably led to more lives being saved through modern medicine than the contributions of any one else except Pasteur. Like Pasteur, Lister was also a Christian and wrote, "I am a believer in the fundamental doctrines of Christianity."
21. Joseph Clerk Maxwell (1831-1879) developed a comprehensive theoretical and mathematical framework for electromagnetic field theory. Einstein called Maxwell's contributions "the most profound and most fruitful that physics has experienced since the time of Newton." Maxwell rejected the theory of evolution and wrote that God's command to man to subdue the earth, found in the first chapter of the book of Genesis in the Bible, provided the personal motivation to him for pursuing his scientific work. He acknowledged a personal faith in Jesus Christ as Lord and Savior.
22. Bernhard Riemann (1826-1866) developed the concept of non-Euclidian geometry, which was used by Einstein in his development of the theory of relativity. Riemann was also a Christian and had hoped to go into the ministry until he got sidetracked by his interest in mathematics. He apparently made several efforts to prove the validity of the book of Genesis using mathematical principles.
23. Joseph Henry Gilbert (1817-1901) was a chemist who developed the use of nitrogen and superphosphate fertilizers for farm crops and co-developed the world's first agricultural experimental station. He thus laid the foundations for the advances in agricultural science which have provided the means for farmers to feed the large populations in the world today. Gilbert is yet another scientist with a strong faith and demonstrated this by signing the Scientist's Declaration, in which he affirmed his faith in the Bible as the Word of God and expressed his disbelief in and opposition to Darwin's theories.
24. Thomas Anderson (1819-1874) was one of the initial workers in the field of organic chemistry, discovering pyridine and other organic bases. Like Gilbert, he also signed the Scientist's Declaration, in which he affirmed his faith in the scientific accuracy of the Bible and the validity of the Christian faith.
25. William Mitchell Ramsay (1851-1939) was among the greatest of all archeologists. He acquired "liberal" theological beliefs during his days as a university student. However, as he began to make various archaeological discoveries in Asia Minor, he began to see that archaeology confirmed the accuracy of the Bible and as a result he became converted to Christianity.
26. John Ambrose Fleming (1849-1945) was the inventor of the Fleming valve which provided the foundation for subsequent advances in electronics. He studied under Maxwell, was a consultant to Thomas Edison, and also for Marconi. He also had very strong Christian beliefs and acted on those beliefs by helping found an organization called the "Evolution Protest Movement." He wrote a major book against the theory of evolution.
27. Werner Von Braun (1912-1977) was the father of space science. He wrote, ."..the vast mysteries of the universe should only confirm our belief in the certainty of its Creator. I find it as difficult to understand a scientist who does not acknowledge the presence of a superior rationality behind the existence of the universe as it is to comprehend a theologian who would deny the advances of science."
28. Albert Einstein (1879-1955), formulator of the theory of relativity, which is one of the single greatest intellectual accomplishments in the history of man. Einstein was Jewish and thus did not follow in the Christian tradition of Newton or Faraday. He did not believe in a personal God, such as is revealed even in the Jewish Bible. Yet, he was overwhelmed by the order and organization of the universe and believed this demonstrated that there was a Creator.
So, many if not most of the major branches of science were founded by Bible-believing Christians. As a physicist I also find it intriguing that the five greatest physicists in history--Newton, Faraday, Thompson, Maxwell, and Einstein--were each outspoken in their belief that the universe was placed here by a Creator. Furthermore, four of the five were staunch Christians with firm convictions that the Bible is the authoritative Word of God.
There are always controversies in science, some that wage for decades. These end up being settled one way or another, or in a novel way, not because public opinion is swayed or success is perceived, and so forth, but because new scientific evidence emerges that allows the rejection of one hypothesis over another. That's a bit simplistic, of course.
The arrival at a firm theory in science occurs piecemeal. There is no prior agreement as to how data should be collected and what criteria will be used to reject hypotheses except on the level of individual experiments. This is especially true of something that has been investigated for hundreds of years. The final result is a conglomeration of historical and widely divergent human input and is not dependent on the initial conception of a single individual (who might be wrong)or political movement. We learn from error. And actual experiments are really quite independent of global theoretical assumptions.
And, even if it's true that we don't have an absolute, internal, objective standard by which to measure truth in science, we come (with the help of statistical methods) very close.
The current controversy in the form of ID does not employ any rigid scientific method for hypothesis testing. As such it drops the science altogether and is left as a political-religious-social-historical movement.
Yes, but an incorrigible determinist. Ugh.
I go about asking questions the wrong way?!
A scientist starts with a puzzle that is already built, and by observation, handling, and expirimentation takes it apart, puts it together, discovers how it works, makes use of it, and passes his knowledge down to generations. He also encounters issues of objectivity and subjectivity as another here has noted.
In short, a scientist uses the INTELLIGENCE he was DESIGNED with to ask questions, make observations, and arrive at some very INTELLIGENT conclusions about the puzzle. For a scientist INTELLIGENT DESIGN is a GIVEN, because it is the universe in which, and with which, he operates. The rest is gravy.
Evolutionists may take 150 years and tens of thousands of scientists to discover the obvious, but it is only because THEY have the bass ackwards reasoning, not IDers.
I did credit the author in the first line but here is the link. Please forgive my faux paus
Oh no. Say it ain't so. How terribly science has been hindered by their belief in a creator, and especially for speaking about it. Think of the grants they could have received had they kept their mouths shut. I sure hope they didn't say the word "creator" in any classrooms.
Ok then: just what do 'real' Evolutionists find 'incorret about this paragraph?
The point I'm making is that the Olympian gods had nothing to do with the discoveries of the Greek scientists. And no one in his right mind would claim otherwise. Similarly, now that the West is mostly Christian, scientists mostly come from a Christian background. Why should Jehovah get any credit for Newton's work if you won't give Zeus credit for Aristotle's work?
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