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originally posted by: aorAki
a reply to: chr0naut
The old 'might is right' argument (weight of numbers) does not mean it is correct.
Teaching comparative religion outside of the science curriculum would be appropriate. teaching religion inside the science curriculum is not appropriate.
originally posted by: chr0naut
But they aren't new species, just a subset of the same species with different (and preexisting) traits.
You are confusing Mendellian genetics and population statistics with evolution.
originally posted by: chr0naut
I also agree that comparative religion should not be taught in a science class.
originally posted by: chr0naut
I also agree that comparative religion should not be taught in a science class (nor should English syntax be taught, but sometimes stuff happens and a good teacher embraces education outside their subject area all the time).
originally posted by: chr0naut
If I was a teacher, I would feel it my duty to present every possible option in a broad and balanced manner. For example, I would teach theories such as Lamarckism, Saltationism, Panspermia, Morphic Resonance, Cosmic Ancestry, Punctuated Equilibrium, Transformationism, Orthogenesis, Ancient Astronauts, Creationism and Darwinian Evolution alongside Modern Evolutionary Synthesis. For many of these theories and hypotheses, I would only mention them in passing to ensure the class understood the concepts and if necessary to call into question their validity.
THAT is a broad and balanced curriculum.
originally posted by: combinatorics
originally posted by: chr0naut
But they aren't new species, just a subset of the same species with different (and preexisting) traits.
You are confusing Mendellian genetics and population statistics with evolution.
Here's a direct definition from Wiki:
"Evolution is change in heritable traits of biological populations over successive generations."
Mendel's work doesn't contradict Evolution. It actually supports Evolution.
originally posted by: grainofsand
originally posted by: chr0naut
I also agree that comparative religion should not be taught in a science class.
Then what have you been arguing about in this thread then?!
All that happened last year is that teaching of creation/religious beliefs was banned in state funded science classes.
...exactly as you said, comparative religious beliefs banned from science lessons, sheesh, troll much?
originally posted by: chr0naut
See that word "change", the trait of resistance already existed. It didn't change.
It was inherited in exactly the normal manner with which it would have been inherited if there had been no selection pressure.
You need to do a bit of population math, the population growth rates were the same - they bred at the same rate that they normally would have. Think about it, If there were no selection pressure, the percentage of those with resistance genes would have remained the same with respect to the whole population size.
There were no more of those with resistance genes that there would have been without the toxins, there were less of those who didn't have them, over time.
If you want to define evolution as anything you want it to be, then go ahead. It doesn't make your interpretation correct.
Evolution requires genetic change (like from mutation), natural selection and heritability. You cannot ignore one of these and still claim it is evolution. Like fire requires heat, oxygen and fuel, you can't take one away and still have fire.
originally posted by: bastion
originally posted by: chr0naut
If I was a teacher, I would feel it my duty to present every possible option in a broad and balanced manner. For example, I would teach theories such as Lamarckism, Saltationism, Panspermia, Morphic Resonance, Cosmic Ancestry, Punctuated Equilibrium, Transformationism, Orthogenesis, Ancient Astronauts, Creationism and Darwinian Evolution alongside Modern Evolutionary Synthesis. For many of these theories and hypotheses, I would only mention them in passing to ensure the class understood the concepts and if necessary to call into question their validity.
THAT is a broad and balanced curriculum.
Agreed. All that can still happen, and any decent teacher would mention a brief outline of the subjects - how else can children develop critical thnking skills?
What's banned is state funding for actively promoting them as equally valid as it isn't a balanced education. It's indoctrination.
For exaple:
'Amazingly, 12% of these undergrads were Young Earth Creationists. But the real stand-out statistic for me was that 19% of students said that they had been taught Young Earth Creationism "as fact" in school.
If 1 in 5 British students are taught in school that it's a fact that the entire universe is less than ten thousand years old and that God made all species as literally described in Genesis, that's a national educational disgrace.
19%! One in five students. We are not talking mostly Muslim schools either. The figure for those who were of other non-Christian religion was actually much lower.
As comparatively few schools (esp. non-Muslim schools) publicly admit to teaching children Young Earth Creationism "as fact", it would appear that much of this teaching is going on under the public radar.
Shouldn't checking up on this - and doing something about it - now be a priority for the Government and for OFSTED? For as I said elsewhere, teaching children that Young Earth Creationism is supported by the available empirical evidence involves teaching them to think in way that are, quite literally, close to lunacy.'
www.theguardian.com...
This law is more aimed at Steiner-Schools who give children gardem gnomes and tell them the gnomes speak will speak to them, give them all the answers and teach disabilities are punishment from a previous life and racist attacks and bullying are good for the childrens karma, rather than banning any mention of competing views/interpretations of data.
originally posted by: combinatorics
originally posted by: chr0naut
See that word "change", the trait of resistance already existed. It didn't change.
It was inherited in exactly the normal manner with which it would have been inherited if there had been no selection pressure.
You need to do a bit of population math, the population growth rates were the same - they bred at the same rate that they normally would have. Think about it, If there were no selection pressure, the percentage of those with resistance genes would have remained the same with respect to the whole population size.
There were no more of those with resistance genes that there would have been without the toxins, there were less of those who didn't have them, over time.
If you want to define evolution as anything you want it to be, then go ahead. It doesn't make your interpretation correct.
Evolution requires genetic change (like from mutation), natural selection and heritability. You cannot ignore one of these and still claim it is evolution. Like fire requires heat, oxygen and fuel, you can't take one away and still have fire.
I gave you the formal definition of Evolution that you ignore. That's fine. You're arguing that mutation is absolutely necessary to Evolution. For example, somatic mutation is not carried by successive generation and therefore useless to Evolution.
originally posted by: aorAki
originally posted by: chr0naut
The legislation prosecutes schools and teachers for mentioning Creationism as part of the science curriculum at all.
Have you thought that that is because Creationism is not Science?
originally posted by: aorAki
a reply to: chr0naut
I'm not sure, but surely it's a good start to remove unscientific principles from a science class?
originally posted by: aorAki
a reply to: chr0naut
I'm not sure, but surely it's a good start to remove unscientific principles from a science class?
originally posted by: combinatorics
originally posted by: aorAki
a reply to: chr0naut
I'm not sure, but surely it's a good start to remove unscientific principles from a science class?
Absolutely. Nobody deserves to be taught delusional things as if they're a fact. If the majority in a given school wants to learn all about the talking snake, then there should be a separate course titled something to the effect of "Religions of the World".
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
originally posted by: chr0naut
There ontent of that speech we have a right to freedom of expression under the Universal Declaration of Human Rights. The declaration does not classify the topics we can speak. To quote Article 19:
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
How are all you just accepting this, rolling over and saying "stick it to me"?