 Quote:
Originally Posted by vharlow  Why not just say, after discussing the intricacy, the beauty, the adaptability built into most life forms, the stunning complexity, something like "Is it possible that this was all random happenings, or perhaps Intelligently Designed?"
It's not necessary to go into any further detail at all. It gives both possible causes, without CLAIMING either to be truth.
Realistically, man has pondered many things through the ages, and it's right to do so. You can't teach everything, and you can't learn everything.... Many things need to be pondered, wondered about, speculated on....
Students should be given questions..... They shouldn't expect all the answers to be given to them. Thinking is mandatory, not optional. | I'm all for that. In fact i think students can gain MUCH by being asked these questions. But i would hardly call this "maybe there is maybe there isn't" scientific.
Young people need to and DO ask these questions. But then it is "discussed" and not "taught".
This difference is important as one implies debate, and the other acquisition of knowledge. TO be given a question to answer is not TEACHING. It is discussing. Evolution, because of the vast body of scientific work done on it can be TAUGHT. ID can be discussed. In fact i think any natural science class should START with a discussion on ID. But it CAN NOT be "taught" as an alternative to evolution because it is NOT.
ID is subjective, philosophical and unsubstatiated by anything other than personal belief. Therefore it should remain an active debate ( it is an important part of reaching spiritual maturity to ask these questions) but it should certainly not be presented as anything other than a possible philosophical viewpoint ( which is what it is). Love for all, Hatred for none |