Teaching evolution as an act of faith in Darwinism: Why that ol’ “gut feeling” matters so much
| January 29, 2012 | Posted by O'Leary under Darwinism, Education, Intelligent Design, News |
credit Laszlo Bencze
A number of friends have sent us various media notices regarding a recent study to the effect that “When It Comes to Accepting Evolution, Gut Feelings Trump Facts” (Ohio State University, 1/19/2012). We covered it here,and the finding doesn’t surprise us:
For students to accept the theory of evolution, an intuitive “gut feeling” may be just as important as understanding the facts, according to a new study.
Essentially, as forced on students in school, “evolution” has about the same teaching value as hip hop, Star Trek,, self-esteem courses, The Lord of the Rings, or teen vampire films. The thing either grabs your gut or it doesn’t. If it does, it can shape your values. If it doesn’t, harangue, legislation, persecution, or punishment may fail to give you that gut grab.
Of course, there is the in-between crowd – the people who don’t have that gut feeling about the Darwin story, but realize they had better pretend, in order to get ahead.
Today, they’re the lucky ones. Pity the poor student who is taught that some minor, possibly reversible variation in a life form over a few generations is equivalent to the acquisition of vast, intricate mechanisms “given enough time” … and is a serious enough student to question that assumption …
Enough time, he asks? What is “enough time”, exactly, in scientific terms?
When that student goes to the chem lab, he learns about time as a science concept: “Enough time”for a reaction under certain specified circumstances = 8.5 seconds in his flask, class average 8.4 seconds. It is not some vague concept about how something might have happened, by no exactly explained process, “given enough time.” That isn’t a scientific term at all, it is an act of faith in Darwinism.
But Darwinism is law for many school systems and the chem lab can’t undo all the damage.
Which tells you a lot about the state of education today. Reduced to grabbing the gut. Let’s hope it doesn’t get any lower …
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Hat tip: Stephanie West Allan at Brains on Purpose
4 Responses to Teaching evolution as an act of faith in Darwinism: Why that ol’ “gut feeling” matters so much
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As to ‘not enough time’:
Dr. Stephen Meyer comments at the end of the preceding video,,,
Further notes:
not only do we not have enough time, we don’t, as massive as it is, even have a big enough universe:
It’s sad that students are being force-fed evolution as ‘fact’ and are too intimidated to question or challenge the ‘educators’ on this fallacy.
This is why it’s important for students learn about scientists who dissent or reject darwinism and the evidence against it.
It’s also why darwinists fight so hard against academic freedom, lest the curtain be pulled back and the charade be exposed.
Some will feel intimidated and relent, while others will accept what presented as factual. But there is a third group, one of which I used to belong, who will question and even deny tenets of evolutionary theory that defy rationality.
For those who might not have reached this level via their own cognitive sagacity, they are free to peek behind the curtain. Why wait to learn science when we essentially have the Library of Congress within our bedroom or study?
Actually it’s much better than that. No ladders, no librarians needed, just a search algorithm. Unfortunately however, is the fact that negativisms and misrepresentations of ID will pervade. As an example, Google ‘behe’ and ‘astrology’ to see what I mean. Lies fifty to one.
But for those who want to seek evolutionary data outside the classroom, and who figure out how to glean not just consensus based and biased studies, but the more objective ones that are emerging, they will likely enter the science classroom with an axe to grind with the prof, and may cite work by Axe himself to assist in that regard.
So let’s work to publish more, to make efforts to educate Wiki with regard to ID’s actual work and tenets, and to oppose any governmental efforts to regulate the Internet, given the current examples of intellectual regulation and suppression by science organizations that should know better.
If maintained as the primary source of information and knowledge, even though there are falsehoods intertwined, the Internet will help us through the maze.