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Teach the Controversy
May 13, 2011 at 11:52 pm
Supporters of intelligent design rely on a masquerade of propriety by suggesting that scientific freedom and rigor demand equal time for ID.
Yet how many ID supporters would accept classes teaching super advanced aliens as a theory for the variety of life on earth?
IF they were honest in their intentions, this would be a non-issue.
After all, hypothetical aliens *do* count as possible intelligent designers and moreover have the advantage over gods in that aliens are physical and can be tracked.
But most insist on a supernatural designer, which has a most unfortunate flaw.
Any slot that god could fill as an intelligent designer cannot be denied magical fairies.
"People need heroes. They don't need to know how he died clawing his eyes out, screaming for mercy. The real story would just hurt sales, and dampen the spirits of our customers." - Mythology for Profit
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RE: Teach the Controversy
May 14, 2011 at 12:06 am
(May 13, 2011 at 11:52 pm)FadingW Wrote: Supporters of intelligent design rely on a masquerade of propriety by suggesting that scientific freedom and rigor demand equal time for ID.
Yet how many ID supporters would accept classes teaching super advanced aliens as a theory for the variety of life on earth?
IF they were honest in their intentions, this would be a non-issue.
After all, hypothetical aliens *do* count as possible intelligent designers and moreover have the advantage over gods in that aliens are physical and can be tracked.
But most insist on a supernatural designer, which has a most unfortunate flaw.
Any slot that god could fill as an intelligent designer cannot be denied magical fairies.
the motives of the ID people is pretty clear: they want their religion taught. pointing out any kind of logic is not going to work.
you: but what about aliens.. do we teach that too?
them: why would we.. it is not "truth" we know "truth" and it is this ( insert religion )
to them it is truth, absolute truth.
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RE: Teach the Controversy
May 14, 2011 at 12:52 am
They do not want to "teach" anything. They want to preach.
Teaching would entail answering questions that these ID assholes are singularly ill-equipped to answer.
Example:
Q: How could anyone be so stupid as to think the earth is 6,000 years old.
A: YOU FAIL!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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RE: Teach the Controversy
May 14, 2011 at 10:15 am
Fundies claim that ID isn't religion, but they all know that the designer in question is the Judeo-Christian god. Ask them if they think aliens or the Flying Spaghetti Monster created all life in the universe and see what kind of responses you get.
Christian apologetics is the art of rolling a dog turd in sugar and selling it as a donut.
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RE: Teach the Controversy
May 15, 2011 at 4:16 am
Anyone saying ID is a valid scientific alternative is blowing smoke up your ass to push their religion.
Even if the open windows of science at first make us shiver after the cozy indoor warmth of traditional humanizing myths, in the end the fresh air brings vigor, and the great spaces have a splendor of their own - Bertrand Russell
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RE: Teach the Controversy
May 15, 2011 at 5:05 am
No the figure of 6000 to 10000 years that Young Earth Creationists (so not all creationists) put forward is based on the works of several scholars such as Archbishop James Ussher that looked at looked at the stories in the bible and the Julian calendar and then worked out that the Earth was created on the night preceding Sunday, 23 October 4004 BC. In the Jewish chronologies the creation of the earth is dated between 3751 and 4339 BC.
This is all based on interpretation of the abrahamic texts.
Other creationists and ID proponents cling on to a day = age explanation (a biblical day can be an age spanning thousands to millions of years), and again others go with another old earth variation called Gap Creation (the days are days, but there is a gap between certain days that can be millions of years).
Needless to say, even though none of them accept the ToE, none of them accepts the others interpretation of creationism as true either.
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