This is cool, guys, really. I'm simply advocating that the government also force science and evolution to be taught in church.

Actually, this I disagree with, because you have to keep in mind... The Bible is not to be taken literally.

It has been found that that area (which to them was the whole world) flooded massively around that era... and remains of a damn big ship was found down there... but when the bible says every animal, it probably means, you know, some deer, some cats, some dogs, a goat or two... etc.

Just like the story about the star over Jesus's birthplace... Some astrologers think they have found evidence of a star that went nova and would have made a bright light appear in the sky here a couple thousand years ago... And a really rad dude named Jesus DID live back then... The bright light probably wasnt right over his head when seen from wherever the hell the 'wise men' were from, but it makes for a good story.

Not every single word of the Bible is a lie... But that doesn't mean the truth isn't streched or exaggerated or objective... and some are just simple mistakes. The world was 'created by god' because they had no way of figuring out differently, the same way that thunderbolts were hurled by zeus because there was no other explaination the ancient greeks could have figured out. The Bible is roughly equal parts moral homilies, 'scientific' theories, and not-too-literal history.

The more I have thought about it, the two scientists that I know that believe in intelligent design are not in that field, it should not be taught in schools.
It is not a theory that can be quantified in any way. Until it can be, it should not be taught.

::: puts away my rkzenrage-beating-stick :::

Don't be hasty baby.

Have you been very, very bad?

Oh yes... so very bad!

Ok.

Long answer: Why not teach it in math class? If the student is confident in their arithmetic skills, what's the problem? Or PE? Good athelete, no sweat. Or in music? Only the tin ears have anything to fear. These suggestions are no less ridiculous than suggesting we teach it in science class. It is *exactly* as appropriate in all those classes, including science.

There may be scientists who believe in Intelligent Design. Are you one? Can you cite one? ID is not science and it has no place in a science class, any more than the idea that the earth is flat. Show me. Use science and persuade me, teach me why it belongs in the same breath as science. I've an open mind. I'm skeptical, but willing to give your ideas a chance. That's part of the scientific method: peer review. Let us all review your ideas. Let us all subject them to the same tests and the same standards that other hypotheses are subjected to. If you want to play at science, you must follow the rules.

Otherwise, you're right. It's a waste of time.



Short answer: Because it's not science.

That's because the rest of it hasn't been under constant rhetorical assault for decades. The teacher can't let the class devolve into a public reading of answersingenesis.com when the evolution chapter is reached. It would probably be nicer if the teacher had a website that collected all the standard challenges and their refutations, but I'll guess he was just battening down the hatches and trying to get through the material.Sometimes that's true. Like "If man evolved from monkeys, how come there are still monkeys?" If a student is trying to filibuster the class by asking all the standard creationist questions, at some point you have to push on.

Outside, Looking in......

You guys have me in hysterics..... the rest of the world looks on, gob-smacked, as the nation that put a man on the moon actually gives credence to the far-right bible-thumpers idiotic ramblings.

Well, as you can see in my post in the engagement thread, Kentucky will soon have it's own Creationism museum to entertain and enlighten the children so that they can complete their science education and find careers in the fast growing fields of dowsing and phrenology.

Try living here. It isn't as remotely humorous as outsiders might find it. :(

That was staged on a Hollywood backlot. Didncha know?

We wern't trying to get in the way of anything. Trying to teach evolution in two weeks means that all the information is incredibly disjointed, so we often had no idea how any of it fit together. I had lots of questions about the genetics aspect of evolution, I wanted to know how things like rapid intron mutation fit in and stuff like that.
Evolution is always going to raise lots of questions from an inquiring class because unless you have a very good teacher who puts things in the right order and gives LOTS of connecting detail that isn't in your standard textbook it doesn't make any sense. If you tell an intelligent student that evolution occurs over extremely long stretches of time, then say that it is caused by discrete events such as genetic isolation from others of the same species combined with environmental changes it's only natural that the student will want to know exactly how an event which is a few tens of years in duration can provide genetic pressure for the millions of years we were told was needed that is great enough for specification but not so great that it kills off the animals(*deep breath*).

Now, the guy wasn't the brightest bulb in the lamp (I haven't run into alot of highschool science teachers that could explain past the textbook) and he probably only used the textbook for reference, but if you want me to learn something then at least let me point out where I need some more info.

Tail-posting is rude.

My brain hurts.... High-tech museum brings creationism to life