Buzsaw writes:
quote:
Pray tell, Dwise, what wrong with presenting strengths and scientifice weaknesses of both creationism and evolution?
Because it's wasting time. Suppose the law were this:
The law encourages teachers to present the "mathematical strengths and weaknesses" of topics that arouse "debate and disputation" such as "addition, multiplication, fractions, and logarithms."
What, exactly, do you expect to have happen here? Time spent in class should be wasted covering why one and one do not equal three? That since a significant proportion of the population find fractions "icky" and "boring," we should recognize their opinion that it's all bogus and teach about how fractions mean anything you want them to mean?
There is nothing wrong with presenting the strengths and weaknesses of science.
The problem is that there is no debate here.
How about this: Every year, we will do a survey of all the biology journals that have been published in the last 10 years. We will then divide the classroom time based upon the number of articles in support of creationism compared to the number of articles in support of evolution. If we can find that 20% of the articles out there bring evolution into question and suggest some sort of divine hand at work, then we'll spend 20% of the time in class discussing that.
Would that satisfy you?
Rrhain
Thank you for your submission to Science. Your paper was reviewed by a jury of seventh graders so that they could look for balance and to allow them to make up their own minds. We are sorry to say that they found your paper "bogus," specifically describing the section on the laboratory work "boring." We regret that we will be unable to publish your work at this time.
Minds are like parachutes. Just because you've lost yours doesn't mean you can use mine.
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