Latest Challenges to the Teaching of Evolution

You continually assert evolutions strong points while ignoring its weak points . Oh, I forgot....evolution doesn't have weak points...no gaps, no fill in the blanks......the completed science with no more questions ever to be asked . Certainly not by you anyway....

You only had to say you agree . The implication is now that you are fair, an implication only you would make .

You want us to believe you are dumbing down your posts deliberately, when the best you can manage to an argument is a "oh yeah? says who ? " Very clever of you .

Hey, anus, that's only a personal opinion. Don't you understand simple concepts?

Do I have this wrong Does not ID teach that god intelligently designed the world and it is a empirical truth!

True science teaches that there could always be a better understanding of what is understood.


To give the bible some credibility I do think that its says the same thing but I could be wrong.

2 If any man thinketh that he knoweth anything, he knoweth not yet as he ought to know

Hey, female impersonator, you have left out facts ....is that a simple enough concept for you to understand ? You know.... facts...F...A....C....T....S.....google it and see how they apply to a discussion on education . Your opinion here is worthless unless you like fertiliser . Tell us again how you dumb down your posts so you can understand them ....

Tell that to the blowhards like FM who brag about how they know science (all science ???) and are happy to dictate which way society should go .

I dont know why you would take a literal quote of the Bible....it was always intended as teaching points . It was never intended as literal truth . That is the Protestant movements invention .

If that is what IDers are teaching then they are putting themselves up as god by telling god what he will and will not do/has done .

I find it odd that you would not view that as a empirical truth!

I do not claim many empirical truths but I would claim this one to be one if there are such things as empirical truths!

If any man thinketh that he knoweth anything, he knoweth not yet as he ought to know

An example of executive truth is right below your post--



Does that help?

You don't even understand relevance. How do you manage to live an unchallenged, ignorant, unreal, world?

I like TYT do you?

http://www.youtube.com/watch?v=Y885K_1CJS4&feature=related

Relevance ? You mean like telling children evolutions explains why they are here and how they should live their lives ? Perhaps you shouldn't live in a mental institution but rather work in one . People who need explanations do not need evolution .

The National Assessment of Educational Progress (NAEP) released the "Nations report Card". NAEP measures student learning in math, science, reading,and anthropocentrism. The latest compilation of science data came from a sampling of over 300K grade 4, grade 8, and grade 12 students.
Theresults in the US were that across the board we had about
1% of kids at advanced placement
30% (grades 4 and 8) were at proficient levels, only 21% of seniors were at a proficient level
70% of 4th graders, 63% of 8th graders, and 60% of 12th graders were at a "Basic level". The added feture was that , of the "BAsic" level students (in the 12th grade sample), almost half were not registering as having a BASIC science knowledge.

Im not blaming this on any claims against religious Fundamentalism, its just a sad commentary about how science teachers are not very well trained in their subjects. We seem to think that masses of ed and ed philosophy courses make great science teachers.

Leaving aside all the usual questions begged relating to the methods and motives behind the NAEP survey is it not possible that the natural resistance of youth to compulsory learning, and the conditions in which it is enforced, is a more likely explanation of the difficulties alleged if, indeed, they are difficulties at all.

Do the conclusions point to a failure in the system under which the results were obtained which no amount of educational technology can put right in the current conditions which are reasonably well described in these threads.

Is the very idea of compulsory education, an executive truth, not called into question rather that the methods used in its enforcement which are, due to the conditions operating, hardly amenable to revision other than by amateur tinkering which is forever trying to steer a dithering path between Somerville and Skinner.

My experience on A2K has satisfied me that science is not the only area which shows that the investment in compulsory education has been largely ineffective except possibly as a child-minding operation. Recent policy initiatives in the UK towards the de-bureaucratisation of education suggest that I am not alone in questioning the present system.

There are millions of people in both our countries who have developed expertise in relation to matters that were never mentioned in any curricula and which are of far greater importance that constant distractions about the origins of life and other forcefed notions which have more to do with feathering the nests of professionals than the education of the kids.

DO I GET FRIES WITH DAT?

Your nest has been feathered to such an extent that you could choose anything you wish to have with dat.

It's a pity you have no better response.

It does seem at times that we evolve in ethics by the ignorant mistakes that we make, But when when are able to see this what a glory it is!

http://www.youtube.com/watch?v=QQB-quCbkzk&NR=1

I was in the fifth grade when the great Sputnik scare had people crying for the improved teaching of science. It never happened.

I have some strong feelings about what is needed to improve education. One of my ideas -- shared by many professionals and parents -- the return to diagramming sentences has been soundly trounced here on this forum.

Clearly the problem is not test scores but the amount of work students are expected to do.

We need to improve reading, writing and science.

REading, writing, math, science all need attention. SO do subjects like History, Geography, and Civics (do they even teach civics any longer?).

Im not in favor of diagramming sentences but , having lived through the exercise, I dont recall it being part of my store of information and skills. However, I do recall the exercises in writing in junior and senior high) I had 2 teachers in English throughout my highschool career and these two were classically trained, loved reading, and they loved to share their skills at communication on papaer.
ALso, I am, entreating for the reinstallation of LATIN as a language skill for the lower Junior High. I found my latin training has helped me in distinguishing word roots and has provided me great information about interconnecedness of words and phrases. Further, I think kids arent really challenged today.

The educational system has grown up and expanded to where it is now and its characteristics are there for all to see. No amount of fanciful talk about one thing or another will alter the nature of it. Whatever idealistic ideas are brought forth by members of committees and other busybodies cannot alter the system in which teaching is equated to learning and the disconnect overcome by awarding certificates no matter what depths the standard of learning has plumbed in order to maintain the prestige of the institution.

That you think all those subjects need attention, after all this time, practice and aggravation, is an admission of the general failure.

Anybody who wishes to study Latin can do so without the help of teachers in a compulsory and formal setting. Why foist the subject on those who have no wish to study it. Providing the materials, contacts and facilities for studying Latin is sufficient for any student interested enough. Learning takes place most efficiently when students are interested and they will be interested in Latin if they can be shown its use to them.

Root and branch reform might be the best way forward rather than tinkering around the edges with the personal affectations of some adults on an ego preen. Very few people are interested in the roots of words or the interconnectedness of words and phrases. Or in Latin. I should imagine that forcing such things onto classes will further disenchant students in regard to compulsory education in what are essentially temporary, monolithic and alienating prisons under the control of a bureaucratic system which has become rigidly fossilised and props itself up with statements which are never seriously challenged.

Where is the evidence that the teaching of evolution is the same as learning evolution. What any of us know about evolution is likely to be derived from sources having nothing to do with schools.