NeoDevin
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I sometimes wonder if there would be as much discussion if they had simply called it the law of evolution to begin with...
NeoDevin said:I sometimes wonder if there would be as much discussion if they had simply called it the law of evolution to begin with...
Puzzled, the editors of Scientific American asked Mark Mathis, the film's co-producer, why he and Stein didn't interview such people, like Francis Collins (head of the Human Genome Project), Francisco Ayala, or myself. Mathis cited me by name, saying "Ken Miller would have confused the film unnecessarily." In other words, showing a scientist who accepts both God and evolution would have confused their story line.
Despite these falsehoods, by far the film's most outlandish misrepresentation is its linkage of Darwin with the Holocaust. A concentration camp tour guide tells Stein that the Nazis were practicing "Darwinism," and that's that. Never mind those belt buckles proclaiming Gott mit uns (God is with us), the toxic anti-Semitism of Martin Luther, the ghettoes and murderous pogroms in Christian Europe centuries before Darwin's birth. No matter. It's all the fault of evolution.
Why is all this nonsense a threat to science? The reason is Stein's libelous conclusion that science is simply evil. In an April 21 interview on the Trinity Broadcast Network, Stein called the Nazi murder of children "horrifying beyond words." Indeed. But what led to such horrors? Stein explained: "that's where science in my opinion, this is just an opinion, that's where science leads you. Love of God and compassion and empathy leads you to a very glorious place. Science leads you to killing people."
B.(1) The State Board of Elementary and Secondary Education, upon request of a city, parish, or other local public school board, shall allow and assist teachers, principals, and other school administrators to create and foster an environment within public elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied including, but not limited to, evolution, the origins of life, global warming, and human cloning.
For the record, we do not propose that intelligent design should be mandated in public schools, which is why we strongly opposed the school district policy at issue in the Kitzmiller v. Dover case.
Should public schools mandate Intelligent Design?
No. The priority of the ID movement has long been focused on developing the theory of intelligent design through scientific research, scientific publication, and other forms of scientific discussion and does not seek to push ID into schools. In today's politically charged climate, attempts to mandate teaching about intelligent design only politicize the theory and will only hinder fair and open discussions on the merits of the theory among scholars and within the scientific community. Furthermore, most teachers at the present time do not know enough about ID to teach about it accurately and objectively.
LightbulbSun said:Excellent job by NOVA. All of these creationists appeal to emotion. One of them said it hurt his dignity that we came from smaller life forms. Aw, poor baby's dignity was hurt. Another stupid claim was because they didn't understand it that it must be false. Reza Aslam in a book discussion with Sam Harris pretty much echoed the same statement. It's lazy, pathetic and stupid.
Colorado Governor Bill Ritter’s signing of a transgender anti-discrimination bill points up the lunacy that ensues in a world without design (see here).
. . . . Although evolution provides credible and reliable answers, polls show that many people turn away from science, seeking other explanations with which they are more comfortable.
In the book Science, Evolution, and Creationism, a group of experts assembled by the National Academy of Sciences and the Institute of Medicine explain the fundamental methods of science, document the overwhelming evidence in support of biological evolution, and evaluate the alternative perspectives offered by advocates of various kinds of creationism, including "intelligent design." The book explores the many fascinating inquiries being pursued that put the science of evolution to work in preventing and treating human disease, developing new agricultural products, and fostering industrial innovations. The book also presents the scientific and legal reasons for not teaching creationist ideas in public school science classes.
Mindful of school board battles and recent court decisions, Science, Evolution, and Creationism shows that science and religion should be viewed as different ways of understanding the world rather than as frameworks that are in conflict with each other and that the evidence for evolution can be fully compatible with religious faith. For educators, students, teachers, community leaders, legislators, policy makers, and parents who seek to understand the basis of evolutionary science, this publication will be an essential resource.