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Latest Challenges to the Teaching of Evolution

 
 
wandeljw
 
  1  
Reply Wed 23 Jun, 2010 06:10 am
@spendius,
spendius wrote:
According to you lot these judges are the authority on high. Have any of the ones you quote got interests we don't know about? The words are easy to find if the interest exists.


The judges apparently have an interest in keeping education safe from deceitful information.
spendius
 
  0  
Reply Wed 23 Jun, 2010 06:26 am
@rosborne979,
Quote:
Either that or he was commenting on one of Spendi's posts.


If you will explain to me what you find “overly verbose, disjointed, incoherent, maundering, and full of irrelevant information.” about my posts I will try to clarify them for you.

Simply asserting that they are “overly verbose, disjointed, incoherent, maundering, and full of irrelevant information.” is neither here nor there and should be reserved for lesser intelligences than one might reasonably expect to find on an international debate forum such as A2K.

Unless the judge justified his words I would say he was bringing the law into disrepute. And to borrow his words and apply them to my posts without any explanation brings those who do such things and those who think they mean something into disrepute as well.
0 Replies
 
spendius
 
  1  
Reply Wed 23 Jun, 2010 06:32 am
@farmerman,
Quote:
Hmmmm. I guess Id risk a little over- enthusiasm as long as my kids get some accurate information in biology .


What fm means, in case there are any newbies reading here, by accurate information in biology is that information he knows about and approves of. It is a great mistake to think he means all accurate information in biology because some of it he has on Ignore for personal reasons.

Some teachers, given permission to confront their charges with nothing but accurate information in biology might take it into their heads to range over the whole field.
0 Replies
 
spendius
 
  1  
Reply Wed 23 Jun, 2010 06:35 am
@wandeljw,
Quote:
The judges apparently have an interest in keeping education safe from deceitful information.


In which case evolution should be taught by the blow-torch method and not by the watered down one.
0 Replies
 
Ionus
 
  0  
Reply Wed 23 Jun, 2010 08:14 am
@wandeljw,
Quote:
The judges apparently have an interest in keeping education safe from deceitful information.
You know better than that. Science is about critical thinking and religion is not. Deceitful information is what all puritans call the opposition's opinion and science is above that....supposedly.
farmerman
 
  1  
Reply Wed 23 Jun, 2010 08:49 am
@Ionus,
Apparently then, you are unaware how much the Creationist /ID worldview is slid into curricula by nothing more than deceipt and fraud.

We have people like gungasnake who, even though tons of information and evidence stares them in the face, will use deceipt to try to make something appear what it is not.
Gunga argues that genomics supports some form of creationism and denies evolution. You cant argue with defiant ignorance like that. You can only try to explain how stupid his position is to folks with more intelligence.
Critical Thinking can only happen when understanding is fairly complete.
wandeljw
 
  1  
Reply Wed 23 Jun, 2010 08:58 am
@Ionus,
Ionus wrote:

Quote:
The judges apparently have an interest in keeping education safe from deceitful information.
You know better than that. Science is about critical thinking and religion is not. Deceitful information is what all puritans call the opposition's opinion and science is above that....supposedly.


Pretend science is not above that. "Creation scientists" deliberately spread information that they know is misleading or downright false.
spendius
 
  1  
Reply Wed 23 Jun, 2010 05:36 pm
@wandeljw,
They're not the only ones wande. In fact they might be the least harmful of that category who spread that sort of information. You might be distracting attention from the more harmful sources.

It's always a sign of a mediocre mind when it focusses on the easy targets first. It's known as "sniffing in a baby's pram" here.
0 Replies
 
Ionus
 
  1  
Reply Wed 23 Jun, 2010 06:31 pm
@farmerman,
Quote:
the Creationist /ID worldview is slid into curricula by nothing more than deceipt and fraud.
Are there any other areas of science where a different opinion is classed as deceipt and fraud ?
Quote:
Critical Thinking can only happen when understanding is fairly complete.
You should admit that statement is clearly wrong. It should be : We use critical thinking to make understanding fairly complete...we dont wait until we have understanding to think critically.
Ionus
 
  1  
Reply Wed 23 Jun, 2010 06:32 pm
@wandeljw,
Quote:
Pretend science is not above that.
I dont see how it is helpful to true science to say that "pretend" science is doing it so we should too.
0 Replies
 
Always Eleven to him
 
  1  
Reply Wed 23 Jun, 2010 06:45 pm
@kuvasz,
Quote:
Is it your thesis that teaching the theory of natural selection and evolutionary biology undermines the concept of a Judeo-Christian God and its socio-economic derivatives, and is therefore a danger to Western civilization?


Probably more like a danger to the churches' incomes.
farmerman
 
  1  
Reply Wed 23 Jun, 2010 07:12 pm
@Ionus,
Quote:
we dont wait until we have understanding to think critically


AAAAHHHH well theres yer problem Anus. "critical thinking" without any knowledge is what you attempt to accomplish herein. Rarely informed but never in doubt. Thats my take on you.


Quote:
Are there any other areas of science where a different opinion is classed as deceipt and fraud ?
My comment was specific to how Creationism/IED is being "dressed up" as objective science for the purpose of having it taught in biology.
In another matter, Id say that the TExas Board of EDucation's rewrite of "History" sort of comes close to fraud and deceipt. If you are serious about allowing ID or Creationism to be taught as valid science, I guess Id have to point as you as a purveyor of fraud. Whats yer take on teaching ID /Creationism in biology AS SCIENCE, not as a historical review of how science was in the days before genetics, DArwin, and Hutton
spendius
 
  1  
Reply Thu 24 Jun, 2010 03:25 am
@Always Eleven to him,
Quote:
Probably more like a danger to the churches' incomes.


As an income is necessary for the existence of the churches your remark means a danger to the existence of churches.

Have we considered the non-existence of churches.

Lets us all stand up and be counted. Who is in favour of the non-existence of churches? I am not in favour of that.

The notion of "critical thinking" on this matter is a joke, a pose, unless this question is answered. Any clunker can assert that they think critically. That's baby talk.

Anyone who refuses to answer the question is posting for posting's sake which I do believe is trolling. All other questions are secondary.

Anybody who is doubtful about the non-existence of churches is ridiculous if seen arguing points which lead to the non-existence of churches or even to the undermining of their foundations.

I raised this matter six years ago and when it was ignored I knew what sort of people I was dealing with. The forked tongue brigade.

There is no neutral ground.
0 Replies
 
jeeprs
 
  1  
Reply Thu 24 Jun, 2010 05:56 am
Basic observation about the philosophical implications of evolutionary theory. It is no doubt a very plausible and well-established theory. However there is one very important point it doesn't, can't, or won't deal with: man's place in the universe. Leaving aside the 'literal interpretation of scripture', the point remains that in the Semitic traditions, generally, the Creation Myth provided a means to assert man's relationship with, not only the universe, but what was behind the universe. Now we have the assertion that life arose fortuitously as a result of undirected causes arising spontaneously from matter. And accordingly, we are 'as strangers in a strange land', in a vast and apparently meaningless universe. To think otherwise is to court ridicule.

Philosophically, I don't find this approach meaningful or even plausible, even if it is in some important senses accurate. I think the reason people defend it so vigorously, aside from the fact that it is held to be scientifically true, is precisely because it abrogates the sense of relationship and obligation that the Semitic faiths create between humanity and the Cause of all existence. This provides a sense of apparent freedom, but at the cost of loosing any sense of being at home in the Universe. In other words, in this picture, there is no question of 'sacred law' or the divine commandments, but really our individual conscience - although from where this is nourished is no longer obvious -along with the 'social contract' which is practically indistinguishable from civil law. And these become the sole sources of morality, against the backdrop on an empty heaven.

So I guess that sounds as if I am coming down on the religious side of the argument, and I am, with the caveat that I think evolution really occurred, pretty much as described. But to view this as a triumph of 'science over religion' is a vast and tragic error. So I think the teaching of it should reflect some cultural sensitivity, at the very least, and the rights of the religious to question the scientific attitude to the issues must be respected. Religious teaching exists for a reason, it is not some kind of primitive mistake that can now be put in its place, because the questions which it addresses will never be dealt with by science. They are questions that any thinking being must at least ask, even if no obvious answer is forthcoming.
spendius
 
  1  
Reply Thu 24 Jun, 2010 06:19 am
@jeeprs,
That's been roughly my position all along although I state it more crudely.

I think this sentence is the key--

Quote:
I think the reason people defend it so vigorously, aside from the fact that it is held to be scientifically true, is precisely because it abrogates the sense of relationship and obligation that the Semitic faiths create between humanity and the Cause of all existence.


It justifies sexual irregularities is how I have put it. A handy recruitment tool in this permissive age. And media centres and cities are hot beds of sexual irregularities so it is easy to see why the promotion of evolution teaching is so self evident in media centres which are in cities. The legal profession is in on it for obvious reasons. Sexual irregulaties are a prime source of its income as Judge Jones must know. As they also are for many other sectional interests.

I'm actually surprised at you posting here jeeps after what I had told you on the Materialist Mind thread. What usually happens is that idiotic comments on your post provide an easy opportunity to escape from my previous post which I know my opponents will wish to do.
0 Replies
 
spendius
 
  1  
Reply Thu 24 Jun, 2010 06:24 am
Quote:
Dr. James Le Fanu - Doubts About Darwin
Tags: 2008/2009Understanding Science.Dr. James Le Fanu combines medical general practice with writing a twice-weekly column for the Telegraph newspapers

Charles Darwin was a brilliant naturalist privileged to live in extraordinary times, when intrepid voyagers like himself would return from their circumnavigations around the world with their ships’ holds filled with tens of thousands of never previously described species of insects, fish, plants and mammals. This revelation of the astonishing diversity of the living world extended to the long-since extinct, for this was also the Golden Age of Geology with the discovery of the fossilised remains of vast improbable creatures that roamed the surface of the earth long before the arrival of Man.

Darwin’s pre-eminent position in the pantheon of British scientists derives from his having formulated the all-encompassing theory of ‘natural selection acting on the random mutation of genes’ to explain not just the hundreds of millions of species, in all their diversity, with which we share this planet but the much greater number of the long-since extinct, as all having evolved ‘by modification’ from a single ancestor.

What to make of this? There can be no disputing the fact of evolution. The whole history of the universe, after all, from the moment of the Big Bang onwards is an evolutionary history of the simplest forms of matter to the ever-more complex. Nor can there be any disputing the concept of ‘natural selection’ as there is nothing so self-evident than that Nature selects the strong and robust over the frail and vulnerable. Nor is there any reason to doubt that Darwin’s proposed mechanism of natural selection acting on random genetic mutation accounts, at least in part, for the subtle differences between closely related species – epitomised by the Galapagos finches with their different shaped beaks, each ‘adapted to its particular method of finding food’: one a powerful crushing nutcracker, another similar to a pair of probing tweezers, and so on.

The problem, rather, and a continuing source of scepticism, about Darwin’s evolutionary theory is that its simple mechanism explains too much – not just, as noted, the entire history of life, but there is nothing too bizarre or extraordinary about the billionfold biological complexities of the living world that cannot be explained as having evolved to be as it is over aeons of time. And that, on reflection, is a very odd thing for any theory to do for, as the philosopher Karl Popper pointed out, theories that explain everything in general end up explaining not very much in particular. Darwin’s evolutionary theory generates the illusion that we know vastly more than we really do, while its too simple explanations drain the phenomena of life of the sense of the extraordinary. And there is nothing more extraordinary than ourselves. 'Wonders are there many', wrote the Greek playwright Sophocles, 'but none so wonderful as Man'. And rightly so. We are not only (so far as we can tell) the sole witness of the splendours of the universe but uniquely capable by virtue of the power of reason and imagination of our extraordinary minds to comprehend it. For the best part of 2500 years from the philosopher Plato onwards this dual aspect of the human experience – the recognition of the wonder and beauty of the living world and the intellectual properties of the human mind – were interpreted as direct evidence of our exceptionality – that we were created Imago Dei, in the image of God.

This is scarcely the modern view. Many to be sure are moved and uplifted by the wonder of the world about us but the prevailing view is that science and particularly Darwin’s evolutionary theory, solved the fundamental questions – or as the evolutionary biologist Professor Richard Dawkins puts it 'our own existence that once presented the greatest of all mysteries, is a mystery no longer. Darwin solved it.' We, like all living things, are the fortuitous consequence of that same blind materialist process of natural selection acting on random genetic mutations – a chance life form on a minor planet lost in the vastness of space. There is indeed nothing that cannot be explained in materialist terms – the beauty and diversity of the living world in terms of the materialist genes, and the powers of the human mind in terms of the material electrochemistry of the brain.

There are, as you will know, a series of well-rehearsed arguments that challenge the explanatory power of Darwin’s theory, particularly ‘the puzzle of perfection’, how a random process could bring into existence (for example) the remarkable properties of the human eye and the many inconsistencies of the fossil record with their failure to provide the empirical evidence for gradualist evolutionary transformation.

But my purpose today is, as it were, to extend that argument by showing how, quite inadvertently, the scientific findings of the recent past have confounded the scientific materialist view and in the process reaffirmed our exceptionality.

It all goes back to the recent past of the mid-1980s when an astonishing series of scientific developments took place that held out the prospect of finally resolving the two outstanding biological problems:

the nature of ‘form’ – and why it is that the millions of species are so readily distinguishable one from another; and,
the nature of ‘mind’ – how the material working of the brain gives rise to the material thoughts, ideas and impressions of the human mind.
Those major scientific developments were, first, the ability to spell out the entire sequence of genes (the genome) strung out along the Double Helix – of worm, mouse, fly, man and many others, and thus reveal the genetic instructions by which all living things replicate their kind with such fidelity from generation to generation. And, second, sophisticated brain scanning techniques that would permit scientists for the first time to observe the brain ‘in action’ from the inside, thinking, imagining and reflecting, and in the process account for that unique character or personality that is each one of us.

The completion of the Human Genome Project in 2001 marked 'One of the most significant days in history', as one of its architects described it. 'Just as Copernicus changed our understanding of the solar system … so knowledge of the human genome would change how we see ourselves.' At the same time Professor Stephen Pinker, of the Massachusetts Institute of Technology, writing in the journal Scientific American described how neuroscientists with their new scanning techniques had investigated everything 'from mental imagery to moral sense', and confidently anticipated 'cracking the mystery of the brain'.

Nearly a decade has passed since those heady days and looking back it is possible to see how the findings of both endeavours have enormously deepened our knowledge of life and the mind – but in a way quite contrary to that anticipated. The Genome Projects were predicated on a reasonable assumption that spelling out the full complement of genes would clarify, to a greater or lesser extent, the source of that diversity of form that marks out the major categories of life. It was thus disconcerting to learn that virtually the reverse is the case with the near equivalence of a modest 20,000 genes across the vast spectrum of organismic complexity from a millimetre-long worm to ourselves. It is similarly disconcerting to learn that the same regulatory or homeotic genes that cause a fly to be a fly cause a human to be a human and that our genome is virtually interchangeable with that of our fellow vertebrates such as the mouse and our primate cousins. 'We cannot see in this why we are so different from chimpanzees', remarked the director of the Chimp Genome Project. 'The obvious differences cannot be explained by genetics alone.'

These findings were certainly unexpected, but they also undermined the central premise of biology: that the secret of the near infinite diversity of form and attributes that so definitively distinguish living things one from the other must ‘lie in the genes’. The Genome Projects were, after all, predicated on the assumption that the ‘genes for’ the delicate stooping head and pure white petals of the snowdrop would be different from the ‘genes for’ the colourful upstanding petals of the tulip, which would be different again from the ‘genes for’ flies and frogs, birds and humans. But the genome projects reveal a very different story, where the genes ‘code for’ the nuts and bolts of the cells from which all living things are made – the hormones, enzymes and proteins of the ‘chemistry of life’ – but the diverse subtlety of form, shape and colour that distinguishes snowdrops from tulips, flies from frogs and humans is nowhere to be found.

Put another way, there is not the slightest hint in the composition of the genes of fly or man to account for why the fly should have six legs, a pair of wings and the brain the size of a full stop and we should have two arms, two legs and that prodigious brain. These ‘instructions’ must be there, of course, for otherwise flies would not produce flies and humans humans. But we have moved over the last decade from assuming that we knew the principle, if not the details, of that greatest of marvels, the genetic basis of the infinite variety of life, to recognising that we not only do not understand the principles, but that we have no conception of what they might be.

We have here, as the historian of science Evelyn Fox Keller puts it:

One of those rare and wonderful moments when success teaches us humility … [W]e lulled ourselves into believing that in discovering the basis for genetic information we had found the ‘secret of life’; we were confident that if we could only decode the message and the secret of chemicals we would understand the ‘programme’ that makes an organism what it is. But now there is at least a tacit acknowledgement of how large that gap between genetic ‘information’ and biological meaning really is.

There is, of course, no reasonable explanation why the findings of these Genome Projects should have been so contrary to those anticipated but it is important to note that the appeal of the Double Helix and the reason why it has dominated biology for the last sixty years is that the simplicity and elegance of its structure held out the promise that the genetic instructions might be ‘knowable’. But, on reflection, that simplicity cannot be because it is simple but rather because it has to be simple in order to replicate the genetic instructions every time the cell divides. It must therefore, by necessity, condense within the monotonous sequence of chemicals strung out along its intertwining strands the form and attributes that so readily distinguish one form of life from another. This would seem to pose an impenetrable barrier to current understanding and presupposes rather the existence of some non-material force, as yet unknown to science, that from the moment of conception imposes the order of ‘form’ on life and holds it constant as its cells and tissues are constantly renewed.

It is a similar story with the recent findings of neuroscience. The opportunity provided by those sophisticated scanning techniques to observe the brain ‘in action’ generated many novel insights into the patterns of electrical activity of the brain that looks out on the world ‘out there’ and interprets the grammar and syntax of language, recalls past events and much else besides. But at every turn the neuroscientists found themselves completely frustrated in their attempt to get at how the brain actually works.

Right from the beginning it was clear there was simply ‘too much going on’. There could be no simple experiment that just scanned the brain of a subject when first reading, then speaking, and then listening to a single word such as ‘chair’. This should, it was anticipated, show the relevant part of the brain ‘lighting up’ – the visual cortex when reading, the speech centre when speaking and the auditory cortex when listening. But no, the brain scan showed that each separate task ‘lit up’ not just the relevant part of the brain but generated a blizzard of electrical activity across vast networks of millions of neurons – while thinking about the meaning of a word and speaking appeared to activate the brain virtually in its entirety. The brain, it seemed, must work in a way previously never really appreciated – not as an aggregate of distinct specialised parts, but as an integrated whole, with the same neuronal circuits performing many different functions.

Next it emerged that the brain, moment by moment, fragmented the sights and sounds of the world ‘out there’ into a myriad of separate components but without there being any compensating mechanism to reintegrate all those fragments back together again into that personal experience of being at the centre, moment by moment, of a coherent, ever-changing world. Reflecting on this problem, Nobel Prize Winner David Hubel of Harvard University would observe:

This abiding tendency for attributes such as form, colour and movement to be handled by separate structures in the brain immediately raises the question how all the information is finally assembled say for perceiving a bouncing red ball. It obviously must be assembled – but where and how, we have no idea.

Meanwhile the greatest perplexity of all remains unresolved – how the monotonous electrical activity of those billions of neurons in the brain ‘translate’ into the limitless range and quality of subjective experiences of our everyday lives, where every transient, fleeting moment has its own distinct, unique, intangible feel; where the cadences of a Bach cantata are so utterly different from a flash of lightning; the taste of Bourbon from the lingering memory of that first kiss.

The implications are obvious enough, that while it might be possible to know everything about the physical materiality of the brain, its ‘product’, the mind with its thoughts and ideas, impressions and emotions, would still remain unaccounted for.

This distinction between the electrochemical activity of the material brain and the non-material mind (of thoughts and ideas) as two quite different things might seem so self-evident as to be scarcely worth commenting on. But for neuroscientists the question of how the brain’s electrical activity translates into thoughts and sensations was precisely what needed explaining – and the failure to do so has come to haunt them. So, for everything that the sophisticated techniques of the brain ‘in action’ have undoubtedly achieved, nonetheless as the late John Maddox, Editor of Nature would acknowledge: 'We seem as far from understanding [the brain] as we were a century ago. Nobody understands how decisions are made or how imagination is set free'.

There is in the most recent findings of genetics and neuroscience a powerful impression that science has been looking in the wrong place, seeking to resolve questions whose answers lie somehow outside its domain. It is not just a matter of science not yet knowing all the facts; rather there is the sense that something of immense importance is ‘missing’ that might transform the bare bones of genes into the wondrous diversity of the living world and the monotonous electrical firing of the brain into the vast spectrum of sensations and ideas of the human mind.

This necessarily focuses our attention on what that potent ‘missing force’ might be. This is, however, an even more formidable question than it might appear for, along the way, those recent scientific findings have also subverted the credibility of what till recently we thought we did know about ourselves – transforming the certainty of the conventional evolutionary account of the 'Ascent of Man' into a riddle.

The major palaeontological discoveries of the last few decades, particularly the near complete skeletons of ‘Lucy’, Australopithecus afarensis, in 1974, and ‘Turkana Boy’, homo erectus, in 1984, would certainly appear to confirm the conventional account culminating in the emergence of modern man, homo sapiens, in Africa around 120,000 years ago that first created the human civilisation of Cromagnon Man in southern Europe with its astonishing artistic and technical achievements. But while it is certainly very difficult to conceive of anything other than some form of evolutionary scenario to account for these palaeontological discoveries, why, one might reasonably ask, is there not the slightest hint in the findings of the Human Genome Project that might account for those hundreds of anatomical changes necessary for that unique human attribute of standing upright that so readily distinguishes us from our primate cousins? Again, while the similarly genetically unexplained prodigious expansion of the size of the human brain is clearly a prerequisite for the uniquely human attributes of the faculty of language, reason and imagination, the explanatory gap between the physical materiality of the brain and the non-material properties of the mind would seem to defy the simplicity of the evolutionary doctrine that would maintain they are ‘nothing but’ the consequence of natural selection acting on the random mutation of genes.

The ramifications of the most recent findings of genetics and neuroscience and their implications for the validity of the conventional evolutionary account are clearly prodigious, suggesting we are on the brink of some tectonic shift in our understanding of ourselves. So it would take a much longer lecture than this to anticipate what form a tectonic shift might take but at the very least it would seem to refute unequivocally Darwin’s proposed mechanism of evolutionary transformation – with profound implications for our understanding of ourselves. We are, it would seem, not just a mystery to ourselves, but the central mystery of the universe to which we belong.
0 Replies
 
xris
 
  1  
Reply Thu 24 Jun, 2010 06:29 am
I will and can argue for the possibility of ID but I would also deny the reasoning why it should ever be treated a a fact and be taught as such. Speculative dogmatic fervour is not for tender ears.
spendius
 
  1  
Reply Thu 24 Jun, 2010 07:54 am
@xris,
Does that represent a claim to have tough ears?

Give us a glimpse of what is not for tender ears. I think I can take it although some of the others can't even explain the sudden appearence in the world of lingerie.
wandeljw
 
  1  
Reply Thu 24 Jun, 2010 09:18 am
Quote:
Creationism is 'bad science,' 'bad theology,' speaker says
(By Malea Hargett, Editor, Arkansas Catholic, June 26, 2010 issue)

Creationism is a religious theory and should not be taught as science, Dr. Pauline Viviano told 110 participants during the Bible Institute at St. John Center in Little Rock June 18-20.

The event is hosted annually by Little Rock Scripture Study to enrich Bible study participants and religious educators.

Viviano, an associate professor of theology at Loyola University in Chicago, explored creation by explaining to participants what Genesis says about creation, whether the creation accounts are history, science or myth and how evolution got a bad name. She concluded the weekend by explaining what the Vatican says about evolution and creation.

Cackie Upchurch, LRSS director, said the subject is important for Catholics to understand because "there is a lot of confusion about what the Bible really reaches about creation. The creation accounts in Scripture are there to help us understand who we are and what our relationship is to the Creator, not to tell us how and when God created the universe."

Upchurch said Viviano was able to show participants that creationism "is not science. This is not history."

Creationism is supported by many Christians who follow a literal interpretation of the Bible. It is a "school of thought that denies Darwinian evolutionary theory by denying that natural selection can explain either the origin of life or the origin of new species. Biblical creationism relies upon the authority of the Bible. Scientific creationism relies upon scientific argumentation to establish the necessity for belief in God as creator of the natural world," Viviano quoted from "Evolution from Creation to New Creation."

"Creationism is not the same thing as belief in creation," Viviano said. "All Christians believe in creation, I'm sure, or that God created the world."

The topic has been hotly debated in the public school systems in Arkansas. From 1928 to 1968 biology teachers were banned from teaching evolution. In 1981 Gov. Frank White signed into law the Balanced Treatment for Creation-Science and Evolution-Science Act, requiring that creation science and evolution are taught equally. The state was under the spotlight in 1982 when a federal judge struck down the Arkansas law, saying it "was simply and purely an effort to introduce the biblical version of creation into the public school curricula."

According to the Encyclopedia of Arkansas History and Culture, state legislators and school boards around the state have continued to push the creationism theory, and half of the state's biology teachers admit that they continue to teach creationism or ignore the topic of evolution completely in order to avoid conflicts with parents.

In one session titled "Neither Science nor Theology: Creationism and Intelligent Design," Viviano said many believe that Genesis is a "scientifically accurate account."

"They believe in the inerrancy of Scripture," she said.

However, she said the Catholic Church teaches that "the Bible is inerrant in respect to what we need to know for our salvation." Catholics "tend to be 'both/and' people. We have the Bible and we also have Tradition."

Supporters of creationism are against teaching about evolution, she said.

"As far as they are concerned, they see it as a threat to faith by removing a need for God," Viviano said.

She said creationists will select only the facts they believe support their point of view and don't take into account scientific data. For example, they believe the world is about 6,000 to 10,000 years old, but scientists have been able to prove it is 4.5 billion years old.

"It's bad science," Viviano said. "They get a black and white view of religious truth ... They take scientific data and conclusions out of context and they apply it where they do not belong. ... Anything they don't agree with, they ignore. ... They ignore a lot of evidence."

"It's bad theology because they say things appear ancient because God made it that way as a way to test us. It's not giving you a good image of God."

Viviano cited two encyclicals, one from 1950 and one from 1996, and one address by Pope John Paul II in 1981, showing that the Church has not supported the use of Scripture to prove "how the heavens were made, but how to go to heaven." The documents explain that faith and evolution don't conflict.
xris
 
  1  
Reply Thu 24 Jun, 2010 12:33 pm
@spendius,
At a certain age we can determine what is speculation and what is fact. To feed a child with any preconceived unprovable dogma, is tantamount to brain washing.
 

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