[Catalist] Evolution and Creationism in Schools

[Roy Skinner]

Hi Mike, I would just like to add my tuppence-worth on this subject.

 

I do actually mention Creationist views in class but simply to contrast the different kinds of philosophical standpoints between simple belief and evidence-based models.

One comes from the notion that logic prevails that a complex system, like the eye, could not have come simply from random arrangements of molecules over billions of years – it must have been put together by a superior being more complex than the eye itself for some superior purpose. The evidence here is simply the logic used.

However, logic can only be used in areas where we have intimate knowledge of the system. Look where the Logic approach got the Greeks – the sun and all the stars must go round the Earth because I have seen this happen with a wagon wheel. The Egyptians believed that the Sun was rolled across the sky by a giant scarab beetle because they had seen one rolling dung on the sand. There was no attempt then to investigate other ideas because they just believed it and it even became a burning matter if you said the Earth went round the sun!

By contrast, science puts up models of systems (atom, genetics, etc) which it expects to be modified in the light of new research. Sometimes we cannot even use logic because areas of investigation have parameters outside our ability to understand e.g. 11 dimensional space, particles also being waves sometimes or matter as condensed energy. 

So do scientists say OK the Standard Model works for most things but cannot explain gravity or the lightness of the Higgs Boson, so let’s leave it at that? No!

They are actually investigating another model of matter at the LHC called Supersymmetry which would directly conflict with the Standard Model. In my mind this is a healthy state of affairs and the way humanity can move forwards. 

The trouble is that the Creationists have seized upon this methodology to proclaim that scientists do not know the answers and only have theories, whereas they must know the truth because we don’t need to investigate further and can feel very comfortable in knowing the “truth.” They still peddle notions like scientists believing  that we are all descended from the apes, rather than that we have a common ancestor, and that the Missing Link has not been found that joins us to Neanderthals and demonstrates evolution.

Humans have a really badly designed backbone that modern engineers could greatly improve. I have heard it referred to as a set of cups and saucers all stood on each other and bent in the middle. It has so many faults that is designed to fail with any animal that stand upright for long periods!


I recommend reading the book ‘Sapiens: A Brief History of Humankind’ which is excellent at putting human development and religion in perspective.


Roy


 

 

 

 

 

From: Catalist [mailto:catalist-bounces at lists.stawa.net] On Behalf Of Michael McGarry
Sent: Thursday, 17 August 2017 12:35 PM
To: catalist at lists.stawa.net
Subject: [Catalist] Evolution and Creationism in Schools

 

Greetings Science Colleagues,

In a recent post to STAWA’s e-Forum CATALIST, a subscriber invited colleagues to consider signing a petition asking the Federal Minister for Education to STOP funding schools that teach Creationism.

A number of colleagues including myself signed the petition. I then conducted due diligence and have come to the conclusion that such a petition has potential to create conflict between Science and Religion in our Australian society. URL 1: https://www.plainreason.org/featured/petition-change-org/. I also have the professional opinion that there is “not a snowball’s chance in hell” that a Federal government would take any action on the petition when submitted.

Compatibility of Science and Religion

“Science and religion are based on different aspects of human experience. In science, explanations must be based on evidence drawn from examining the natural world. Scientifically based observations or experiments that conflict with an explanation eventually must lead to modification or even abandonment of that explanation. Religious faith, in contrast, does not depend only on empirical evidence, is not necessarily modified in the face of conflicting evidence, and typically involves supernatural forces or entities. Because they are not a part of nature, supernatural entities cannot be investigated by science. In this sense, science and religion are separate and address aspects of human understanding in different ways. Attempts to pit science and religion against each other create controversy where none needs to exist.”

Reference URL 2: http://www.nas.edu/evolution/Compatibility.html

Position Statements on Evolution and Creationism in Schools

“Given the importance of science in all aspects of modern life, the science curriculum should not be undermined with non-scientific material. Teaching creationist ideas in science classes confuses what constitutes science and what does not. It compromises the objectives of public education and the goal of a high-quality science education.”

Reference NAS URL 3: http://www.nas.edu/evolution/InSchools.html

“The [Australian] Academy [of Science] sees no objection to the teaching of creationism in schools as part of a course in dogmatic or comparative religion, or in some other non-scientific context. There are no grounds, however, for requiring that creationism and intelligent design be taught as part of a science course.”

Reference AAS URL 4: https://www.science.org.au/supporting-science/science-policy/position-statements/creationism-and-intelligent-design

Conclusion: The Australian Academy of Science by their position statement extract, quoted above, is condoning the teaching of Creationist pseudoscience in Australian religious schools.

Best Wishes,

Michael John McGarry



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