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Is acceptance of scientific findings compatible with religious belief

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Is acceptance of scientific findings ... False duality. Teach the controversy? No. ... False duality. what about the Flying Spaghetti Monster? Strategy ... – PowerPoint PPT presentation

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Title: Is acceptance of scientific findings compatible with religious belief


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Is acceptance of scientific findings compatible
with religious belief?
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Is acceptance of Darwinian evolution compatible
with religious belief?
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Evangelical Scientists Refute Gravity With New
'Intelligent Falling' Theory August 17, 2005
Issue 4133 KANSAS CITY, KSAs the debate
over the teaching of evolution in public schools
continues, a new controversy over the science
curriculum arose Monday in this embattled
Midwestern state. Scientists from the Evangelical
Center For Faith-Based Reasoning are now
asserting that the long-held "theory of gravity"
is flawed, and they have responded to it with a
new theory of Intelligent Falling. "Things fall
not because they are acted upon by some
gravitational force, but because a higher
intelligence, 'God' if you will, is pushing them
down," said Gabriel Burdett, who holds degrees in
education, applied Scripture, and physics from
Oral Roberts University. Burdett added
"Gravitywhich is taught to our children as a
lawis founded on great gaps in understanding.
The laws predict the mutual force between all
bodies of mass, but they cannot explain that
force. Isaac Newton himself said, 'I suspect that
my theories may all depend upon a force for which
philosophers have searched all of nature in
vain.' Of course, he is alluding to a higher
power."
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A partial taxonomy of creationists
  • Young earth creationists

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A partial taxonomy of creationists
  • Young earth creationists
  • Old earth creationists
  • including progressive creationists

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A partial taxonomy of creationists
  • Young earth creationists
  • Old earth creationists
  • including progressive creationists
  • Intelligent Design creationists

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Distinctive features of ID
  • Legacy of "creation science"

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Distinctive features of ID
  • Legacy of "creation science"
  • Does not specify alternate mechanism

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Courts keep creationism out of schools
  • Epperson v. Arkansas 1968
  • Segraves v. State of California 1981
  • McLean v. Arkansas Board of Education 1982
  • Edwards v. Aguillar 1987
  • Webster v. New Lenox School District 1990
  • Peloza v. Capistrano School District 1994
  • Freiler v. Tangipahoa Parish Board of Education
    1997
  • Rodney LeVake v Independent School District 656,
    et al. 2000

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Distinctive features of ID
  • Legacy of "creation science"
  • Does not specify alternate mechanism
  • Explicitly rejects naturalism

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Distinctive features of ID
  • Legacy of "creation science"
  • Does not specify alternate mechanism
  • Explicitly rejects naturalism
  • Argument from design

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Distinctive features of ID
  • Legacy of "creation science"
  • Does not specify alternate mechanism
  • Explicitly rejects naturalism
  • Argument from design
  • "irreducible complexity"
  • "complex specified information"

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Argument from design
  • Anticipated by Darwin

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Argument from design
  • Anticipated by Darwin
  • Influenced by work of William Paley
  • Natural Theology, 1802

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". . . the inference we think is inevitable, that
the watch must have had a maker. "
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"The marks of design are too strong to be got
over. Design must have had a designer. That
designer must have been a person. That person is
God."
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The argument from personal incredulity revisited
"The simple little mousetrap has no ability to
trap a mouse until several separate parts are all
assembled. Because the mousetrap is necessarily
composed of several parts, it is irreducibly
complex."
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ID proponents conflate two concepts
  • Methodological naturalism
  • a key component of science
  • Ontological naturalism
  • a philosophical position

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ID is a strictly negative formulation
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"This isn't right. It's not even
wrong" Wolfgang Pauli
ID is a strictly negative formulation
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"This isn't right. It's not even
wrong" Wolfgang Pauli
ID is a strictly negative formulation
  • What testable predictions does ID theory make?

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The challenge to teachers
  • ID is not credible to scientists, but is credible
    to the public

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The challenge to teachers
  • ID is not credible to scientists, but is credible
    to the public
  • polished rhetoric meets scientific illiteracy
  • well-funded, shrewd political effort

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The challenge to teachers
  • ID is not credible to scientists, but is credible
    to the public
  • polished rhetoric meets scientific illiteracy
  • well-funded, shrewd political effort
  • Directly confronting ID legitimizes it
  • a goal of the ID movement

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The challenge to teachers
  • ID is not credible to scientists, but is credible
    to the public
  • polished rhetoric meets scientific illiteracy
  • well-funded, shrewd political effort
  • Directly confronting ID legitimizes it
  • a goal of the ID movement
  • Students and parents include committed
    creationists

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Guiding principle
  • In a science classroom, science is the only
    appropriate subject.

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Teach the controversy?
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Teach the controversy? No.
  • The controversy is religious or philosophical,
    not scientific

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Teach the controversy? No.
  • The controversy is religious or philosophical,
    not scientific
  • ID is not science
  • rejects methodological naturalism
  • makes no positive predictions

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Teach the controversy? No.
  • The controversy is religious or philosophical,
    not scientific
  • ID is not science
  • rejects methodological naturalism
  • makes no positive predictions
  • False duality

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Teach the controversy? No.
  • The controversy is religious or philosophical,
    not scientific
  • ID is not science
  • rejects methodological naturalism
  • makes no positive predictions
  • False duality
  • what about the Flying Spaghetti Monster?

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Strategy
  • Do not directly engage ID in the classroom

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Strategy
  • Do not directly engage ID in the classroom
  • but be prepared to defend evolution outside the
    classroom

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Strategy
  • Do not directly engage ID in the classroom
  • but be prepared to defend evolution outside the
    classroom
  • Stick with the evolutionary basics
  • make sure you're confident in your knowledge of
    them
  • not always necessary to make explicit connection
    with evolution

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The basics
  • VIST - variation, inheritance, selection, time
  • Life has changed over time
  • Living things are linked by common descent
  • Natural selection leads to change, especially
    adaptation

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Mass Frameworks, High School
1. Explain how evolution is demonstrated by
evidence from the fossil record, comparative
anatomy, genetics, molecular biology, and
examples of natural selection. 2. Describe
species as reproductively distinct groups of
organisms. Recognize that species are further
classified into a hierarchical taxonomic system
(kingdom, phylum, class, order, family, genus,
species) based on morphological, behavioral, and
molecular similarities. Describe the role that
geographic isolation can play in speciation.
3. Explain how evolution through natural
selection can result in changes in biodiversity
through the increase or decrease of genetic
diversity from a population.
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Mass Frameworks, Grades 6-8
  • Give examples of ways in which genetic variation
    and environmental factors are causes of evolution
    and the diversity of organisms. 
  • 11. Recognize that evidence drawn from geology,
    fossils, and comparative anatomy provide the
    basis of the theory of evolution.
  • 12. Relate the extinction of species to a
    mismatch of adaptation and the environment.

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Energy content of fruits
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