|Newsletter||Stories for Enjoyment||Articles for Thinking|
| This document was last modified
7:09 PM 3/19/06 |
original 8:21 PM 2/24/02
A simple choice would be to choose the philosophy that gives the best education. It should also be the one that promotes the best moral proven values for our community. It would also be simple to let the people who pay for the education help choose the education. This doesn't seem to be the process I see being used.
Let me define my terms.
Ignorance is to let whatever happens to happen, chance random processes are to be the guiding principle for learning. Ignorance chooses whatever seems OK and refuses any evidence against that choice. The only pattern is to let the loudest, strongest, most dominant choose by their unproven methods. Improvement comes by chance, a happy one, but certainly not a planned one.
Intelligence is to find patterns, to search diligently for cause and effect, to test and use the proven processes. Intelligent thinks about consequences and chooses changes that minimize undesirable results and maximizes desirable outcomes, i.e., more bang for the buck. Intelligence observes and follows the results whenever they go. Understanding of the process is an expected outcome. Intelligence can then apply the learning to other areas of knowledge.
In the current dialog over Intelligent Design and Evolution, could it be that there is a fear that our children may use intelligence and apply it to other areas of thinking. Could it be that the principle of application of learning might be applied to personal morality or personal accountability. It the learning of Reading, Writing and Arithmetic of secondary importance to political correctness?
In my view intelligence seems to be the more intelligent choice. After all choosing ignorance as the baseline for education does seem to be a waste of educational resources. Ignorance is free.
The future course for Ohio's and the nations educational is a political issue. Is Intelligent Design science or is Evolution the only allowable method in our schools? Here is the short description of the bill in Ohio under consideration.
To enact section 3313.6013 of the Revised Code to require that whenever an explanation for the origins of life and its diversity is included in the instructional program of a school district or educational service center the instructional program shall encourage the presentation of scientific evidence objectively and disclose the historical nature of origins of life science and any material assumptions on which the explanation is based.
On March 11, 2002 an historic debate over this bill will occur between 2 evolutionists and 2 design advocates, sponsored by the Ohio State Board of Education. All panelists are experts in the field of science and the outcome of this debate will directly impact the draft state science standards [the portion that addresses the origin and diversity of life]. The bios of all 4 panelists are summarized below. This will be an important opportunity for students, legislators, and all citizens to understand the key issues firsthand.
PLEASE CALL YOUR STATE LEGISLATOR AND ASK HIM/HER TO ATTEND. Since the media will be covering this event and there will be no way to guarantee balanced coverage, please be sure to ask your state legislators to come and hear the information firsthand.
Ohio School for the Blind5220 North High St.Columbus, OhioFrom I-71 [on the north side of Columbus] exit Morse Rd. [exit #116]. Go west on Morse Road until the traffic light at High Street [Tee-Jay's Restaurant is on the corner.]. Turn right on High Street [heading north]. The entrance to the school is approximately 1/4 mile on the right [sign on a brick wall]. Enter into the main building. Assistance will be provided to direct you into the auditorium. The seating capacity is approx. 400 people, therefore, it may be wise to arrive early.
Dr. Jonathan Wells has received two Ph.D.s, one in Molecular and Cell Biology from the University of California at Berkeley, and one in religious studies at Yale University. He has done extensive work as a research biologist at the University of California at Berkeley and has taught biology at California State University in Hayward. Dr. Wells has published articles in Development, Proceedings of the National Academy of Sciences USA, BioSystems, The Scientist, and The American Biology Teacher. His most recent book, "Icons of Evolution: Why much of what we teach about evolution is wrong", and his work in developmental biology poses a serious challenge to Darwinism.
Dr. Stephen C. Meyer received his Ph.D. in History and Philosophy of Science from the University of Cambridge. Formerly a geophysicist with the Atlantic Richfield Co., he is currently Associate Professor of Philosophy at Whitworth College. He has published technical articles on philosophy of science and editorial features in The Wall Street Journal, The Los Angeles Times, and The Chicago Tribune. He has also appeared on national programs including, Hardball with Chris Matthews, Washington Conservative Live, FOX News, and FOX Family Channel. He is currently working on a book formulating a scientific theory of biological design, which looks specifically at the evidence for design in the encoded information in DNA.
Dr. Lawrence M. Krauss received his Ph.D. from the Massachusetts Institute of Technology. He joined the faculty of the departments of Physics and Astronomy at Yale University in 1985. In 1993 he was named Chairman of the department of Physics at Case Western Reserve University. Dr. Krauss is the author of over 180 scientific publications and articles on physics and astronomy. He is the author of "The Fifth Essence: The Search for Dark Matter in the Universe." His most recent book, "Atom: An Odyssey from the Big Bang to Life on Earthâ€¦and Beyond," was released in April 2001. Public Television is preparing to produce a 5-part TV series, hosted by Dr. Krauss, to be based on this book.
Dr. Kenneth Miller
received his Ph.D. from the University of Colorado. He has served as an
assistant professor at Harvard University and Brown University. His
research on cell membrane structure and function has produced 76
scientific papers and numerous reviews in leading journals, including
CELL and Scientific American. Dr. Miller is coauthor, with Joseph S.
Levine, of three different high school and college biology textbooks
[which carry a pro-Darwin perspective]. He is also the author of
"Finding Darwin's God: A Scientist's Search for Common Ground between
God and Evolution."