first of 2-part evo vs. crea in schools
Posted in the Evolution Debate Forum
#1 Jul 25, 2013
THE EDUCATIONAL ASPECTS OF EVOLUTION
The endless contention about teaching evolution vs. creation in the public schools needs examination.
Evolution is taught as if its every premise and proposition
were proven, whereas it (like all existence) is ultimately, we could say, based upon “science;s creation-science”-- the Big Bang.
And the fossil record is not absolute proof of absolute origins
And “random”, purely chance mutation, if not disproven per my discussions previously posted, is unproveable.
Evolution theory unfortunately developed within an ethos of free-market
exploitative materialism, reactionary rationalism, and with assertions of the sanctity of atheism thrown in by persons in high evolutionary places (the field‘s positions, not their evolved state!!).
Comparing the strictly materialistic/phenomenological of evolution with, say, physics or chemistry, is unwise. The latter two do not include in their domains human intelligence and behavior and beliefs, ethics, subjectivities.
These are actual phenomena, even though one cannot sift them from encasing silt, or view them through instruments ...or carbon- date them. Evolution omits much of the existence of existence.
Humanity is not seen as an aspect of human (specie).
Almost as if physics or chemistry only dealt with the
reductionistics and particulates (protons, neutrons, electrons etc.) without considering the complete fields and forces within which such componential fusions and combinations and compounding occur -- factors such as how and even whether phenomena of physics (such as explosives)
should be used,
Yes, here are, of course, those who want religion taught in the schools no matter what. Just because they say so.
But many who agitate vs. evolution or for creationism in the public school
classroom may be primarily concerned with preparing their kids for life within an orientation and outlook other than chance and animalistic supremacy as the primary creators and movers of being. Again, unlike other science, here mankind is involved. by default, Evolution involves something more than mere organism.
Since: Sep 07
#2 Jul 29, 2013
We do not decide the facts based on what those facts imply about us as a society or species, or about history.
We don't restrict astronomy from pointing out that vastness of the Universe because it might make people feel small.
We don't restrict history from talking about slavery because it might make students feel guilty.
We don't restrict sex ed from talking about diseases because it might make students feel unclean.
We don't restrict gym to sports that everyone is equally good at because it might make students feel spaztic.
We don't restrict the reading of Shakespeare to prevent kids from thinking about suicide (R&J), ghosts (Hamlet), murder (Othello)
We aren't going to restrict the best researched and most obvious bit of biology simply because SOME parents think it might make their children mean. ESPECIALLY when those parents are saying this because they are part of the meanest religion on the face of the Earth.
It's FAR FAR FAR FAR FAR FAR FAR more dangerous to have students graduate without an understanding of biology and with the thought that they are special and above nature.
Half the reason we can't act on global warming is that conservatives think Jesus is coming back before it will be a problem.
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