| Subject: Re: INTELLIGENT DESIGN vs. EVOLUTION --OR-- Common Sense vs. Deceit, Deception, Collusion & Conspiracy = WAKE UP, WORLD! |
| From: Stuart Grey |
| Date: 28/09/2005, 16:57 |
| Newsgroups: alt.news.media,alt.paranet.ufo,misc.survivalism,alt.religion.raelian |
Ed Conrad wrote:
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What a sad, sad, sad, sad joke!
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A newly formed vested-interest organization known as The Campaign
to Defend the Constitution is sending a lettero all 50 U.S.
governors signed by Nobel laureates and other leading scientists,
calling on them to ensure that science classes in their states teach
evolution and do not allow any curricula based on intelligent design.
LOL! They're making an appeal to authority!!
How ironic. Of course, this is lost on most of you. Appeals to authority
have been considered a logical error since it was shown that Aristotle,
considered an absolute authority for centuries, was full of shit about
many things. (Objects in motion come to rest, heavy objects fall faster
than lighter objects, and so on.)
"Teach science! We're authorities, we say so!"
Sort of like "consensus". Consensus proves nothing. Consensus use to be
that the earth was flat, the sun went around the earth, and Aristotle
was an unquestionable authority.
(On the other hand, the fact that idiots are against ID does not mean ID
is a valid idea.)
I think they should teach intelligent design in school. I think they
should teach it because young intelligent people will realize, early on,
that their teachers are full of shit and mindlessly spouting idiot
ideas. Then maybe they'll figure out that their teacher is also full of
shit when they spout off on "diversity" and "global warming" and all the
other "evil dead white men" ideas. When they see that there is a
consensus of their teachers that diversity is good, white males are
evil, and global warming is man made, they will also realize that you
can't find truth in consensus, either.
The answer is to home school; protect your children from the influence
of idiots of the political left and right. Teach them to think
critically, and to understand why they believe something.