The Science of Evolution the Myth of Creationism
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels
A R C H O N S HIDDEN RULERS THROUGH THE AGES A R C H O N S HIDDEN RULERS THROUGH THE AGES WATCH THIS IMPORTANT VIDEO UFOs, Aliens, and the Question of Contact MUST-SEE THE OCCULT REASON FOR PSYCHOPATHY Organic Portals: Aliens and Psychopaths KNOWLEDGE THROUGH GNOSIS Boris Mouravieff - GNOSIS IN THE BEGINNING ...1 The Gnostic core belief was a strong dualism: that the world of matter was deadening and inferior to a remote nonphysical home, to which an interior divine spark in most humans aspired to return after death. This led them to an absorption with the Jewish creation myths in Genesis, which they obsessively reinterpreted to formulate allegorical explanations of how humans ended up trapped in the world of matter. The basic Gnostic story, which varied in details from teacher to teacher, was this: In the beginning there was an unknowable, immaterial, and invisible God, sometimes called the Father of All and sometimes by other names. “He” was neither male nor female, and was composed of an implicitly finite amount of a living nonphysical substance. Surrounding this God was a great empty region called the Pleroma (the fullness). Beyond the Pleroma lay empty space. The God acted to fill the Pleroma through a series of emanations, a squeezing off of small portions of his/its nonphysical energetic divine material. In most accounts there are thirty emanations in fifteen complementary pairs, each getting slightly less of the divine material and therefore being slightly weaker. The emanations are called Aeons (eternities) and are mostly named personifications in Greek of abstract ideas. -
The Idea of Natural Selection in Politics, Schools, and Courts
FREEDOM TO ERR: THE IDEA OF NATURAL SELECTION IN POLITICS, SCHOOLS, AND COURTS Paul D. Carrington* The biologists are surely correct who proclaim that "there is no serious scientific doubt that evolution occurred or that natural selection is a major mechanism in its occurrence."' But worthy of their salute is the wisdom of President Jefferson that "error of opinion may be tolerated, where reason is left free to combat it."2 Jefferson's wisdom was uttered in response to the deep division between Anglophiles and Francophiles that seriously threatened the stability of the Republic he governed.3 It now serves to call into question the quoted biologists' next sentence stating that "[i]t is scientifically inappropriate and pedagogically irresponsible for creationist pseudoscience, including but not limited to 'intelligent design,' to be introduced into the science curricula of our nation's public schools."4 Especially questionable is the wisdom of elite federal courts acting on the advice of such eminent biologists to invoke the Constitution of the United States to suppress minor scientific heresies uttered in the education of adolescents by their parents or * Professor of Law, Duke University. It is pertinent that I served as an elected trustee of the Ann Arbor Board of Education in 1970-1973; and as chair of the Public Education Committee of the Michigan Civil Liberties Union 1968-1978. In the latter role, I assisted in the repre- sentation of numerous teachers, parents, and children in their quarrels with local school boards. It is also pertinent that in 2000-2006, I served as a member of the National Academy of Science Panel on Law, Science and Technology. -
The Impotent Fury of William Dembski
THE DESIGN REVOLUTION? How William Dembski Is Dodging Questions About Intelligent Design By Mark Perakh Who is William A. Dembski? We are told that he has PhD degrees in mathematics and philosophy plus more degrees - in theology and what not – a long list of degrees indeed. [1] To acquire all those degrees certainly required an unconventional penchant for getting as many degrees as possible. We all know that degrees alone do not make a person a scientist. Scientific degrees are not like ranks in the military where a general is always above a mere colonel. Degrees are only a formal indicator of a person’s educational status. A scientist’s reputation and authority are based on his degrees only to a negligible extent. What really attests to a person’s status in science is publications in professional journals and anthologies and references to one’s work by colleagues. This is the domain where Dembski has so far remained practically invisible. All his multiple publications have little or nothing to do with science. He is a mathematician who did not prove any theorem and derived not a single formula. When he writes about probability theory or information theory -- on which he is proclaimed to be an expert -- the real experts in these fields (using the words of the prominent mathematician David Wolpert) “squint, furrow one's brows, and then shrug.” [2] When encountering critique of his work, Dembski is selective in choosing when to reply to his critics and when to ignore their critique. His preferred targets for replies are those critics who do not boast comparable long lists of formal credentials – this enables him to contemptuously dismiss the critical comments by pointing to the alleged lack of qualification of his opponents while avoiding answering the essence of their critical remarks. -
Do Creation and Flood Myths Found World Wide Have a Common Origin?
The Proceedings of the International Conference on Creationism Volume 5 Print Reference: Pages 517-528 Article 47 2003 Do Creation and Flood Myths Found World Wide Have a Common Origin? Jerry Bergman Northwest State College Follow this and additional works at: https://digitalcommons.cedarville.edu/icc_proceedings DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to [email protected]. Browse the contents of this volume of The Proceedings of the International Conference on Creationism. Recommended Citation Bergman, Jerry (2003) "Do Creation and Flood Myths Found World Wide Have a Common Origin?," The Proceedings of the International Conference on Creationism: Vol. 5 , Article 47. Available at: https://digitalcommons.cedarville.edu/icc_proceedings/vol5/iss1/47 DO CREATION AND FLOOD MYTHS FOUND WORLD WIDE HAVE A COMMON ORIGIN? Jerry Bergman, Ph.D. Northwest State College Archbold, OH 43543 KEYWORDS: Creation myths, the Genesis account of creation, Noah’s flood ABSTRACT An extensive review of both creation and flood myths reveals that there is a basic core of themes in all of the extant creation and flood myths. This fact gives strong evidence of a common origin of the myths based on actual historical events. -
SESE Catalog
Introduction Dear Valued Customers THE SOUTHERN EXPOSURE SEED EXCHANGE FAMILY and Gardening Friends, This marks our 25th season. What began in 1982 as one man’s love affair with heirlooms continues as a reliable seed source and resource to gardeners, offering over 500 heirloom and open-pollinated varieties, detailed growing guides, seed saving resources, and supplies. For those of you new to us we invite you to explore our listings and try some varieties that are new to you. We want to take this opportunity to thank Dr Jeff McCormack and the many others of you who have nurtured and supported us with your advice, encouragement, and special varieties. And a special thank you to our returning customers. We would not be here without you. Starting in 2007 our catalog will be free to all gardeners. If you like our seeds, please feel free to share your catalog with a gardening friend or neighbor and we’ll send you another copy. Our entire catalog (along with many varieties and gifts not listed in the catalog) is available at: www.SouthernExposure.com. You can also get lots more useful gardening info by subscrib- ing to our free quarterly e-newsletter. As always, returning SESE About Southern customers get a discount on all on-line orders. Exposure Seed To those of you in the Virginia area, please consider joining Exchange us in celebrating our 25th season at our first Heirloom Harvest Festival, Saturday September 8. 2007 at Monticello’s Tufton Farm. Our mission is to ensure that The festival will be co-sponsored by Southern Exposure Seed people retain control of their Exchange and Monticello’s Center for Historic Plants. -
The History and Philosophy of Social Science
The history and philosophy of social science A landmark in its field, this book attains the most exacting scholarly standards whilst making the history of the social sciences enjoyable to read. Scott Gordon provides a magisterial review of the historical development of the social sciences. He examines the problems which confronted the great thinkers in their attempts to construct systematic theories of social phenomena. At the same time, he presents an authoritative survey of the major writers in the fields of economics, sociology and political science. Separate chapters are devoted to particular topics of special significance such as the nature of sociality, the idea of harmonious order, the conflict between progress and perfection, the methodology of history and the relation between biology and the social sciences. In the concluding chapter, the author examines the main lines of thought that have developed in the philosophy of science since the breakdown of logical empiricism, and he shows how the scientific investigation of social phenomena differs from the methodologies of the physical and biological sciences. This bold new synthesis of the different traditions in the social sciences is at once a major contribution and a superb overview. Scott Gordon is a Distinguished Professor at the Department of Economics and a Professor at the History and Philosophy of Science Department, Indiana University. He is also Professor of Economics at Queens University, Canada. He is the author of Welfare, Justice and Freedom (1980) and of numerous journal articles and has spent a lifetime researching questions in the history and methodology of the social sciences. The history and philosophy of social science Scott Gordon London and New York First published 1991 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 New in paperback 1993 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2003. -
United States District Court Northern District of Georgia Atlanta Division
UNITED STATES DISTRICT COURT NORTHERN DISTRICT OF GEORGIA ATLANTA DIVISION JEFFREY MICHAEL SELMAN, et al., ) No. 1:02-CV-2325-CC ) Plaintiffs, ) BRIEF AMICUS CURIAE ) OF COLORADO CITIZENS v. ) FOR SCIENCE, KANSAS ) CITIZENS FOR SCIENCE, COBB COUNTY SCHOOL DISTRICT, et al., ) MICHIGAN CITIZENS FOR ) SCIENCE, NEBRASKA Defendants. ) RELIGIOUS COALITION ) FOR SCIENCE EDUCATION, NEW MEXICO ACADEMY OF SCIENCE, NEW MEXICANS FOR SCIENCE AND REASON, NEW MEXICO COALITION FOR EXCELLENCE IN SCIENCE AND MATH EDUCATION, AND TEXAS CITIZENS FOR SCIENCE, IN SUPPORT OF PLAINTIFFS LYNN FANT 254963 Counsel of Record P.O. Box 668 Marietta, GA 30061-0668 Tel: (770) 590-7294 Attorney for Amici Curiae Colorado Citizens for Science, et al. TABLE OF CONTENTS Page TABLE OF AUTHORITIES ........................................ii INTRODUCTION ...............................................1 IDENTITY AND INTEREST OF AMICUS CURIAE ....................1 SUMMARY OF ARGUMENT ......................................2 ARGUMENT ...................................................2 I. INTELLIGENT DESIGN ADVOCATES MISREPRESENT EVOLUTIONARY SCIENCE ..................................2 II. THERE IS NO GENUINE SCIENTIFIC CONTROVERSY OVER THE VALIDITY OF EVOLUTION ..............................6 CONCLUSION .................................................10 - i - TABLE OF AUTHORITIES Page Cases Freiler v. Tangipahoa Parish Bd. of Educ., 185 F.3d 337 (5th Cir. 1999), cert. denied, 530 U.S. 1251 (2000)) ....................................6 Daubert v. Merrell Dow Pharmaceuticals, Inc., 509 U.S. 579 (1993) .........6 Everson v. Board of Ed. of Ewing Tp., 330 U.S. 1 (1947). .................9 Other Texts Gary L Bennett, A Review of Of Pandas and People as a Textbook Supplement, NCSE Reports, Nov. 2000 .......................................7 Marshall Berman, Intelligent Design Creationism: A Threat to Society--Not Just Biology, The American Biology Teacher, Nov. 2003 ......................5 Wesley R. Elsberry, et al., The “Meyer 2004" Medley, Panda’s Thumb .......9 Douglas J. -
How the World Was Made a Cheyenne Creation Myth
How the World Was Made A Cheyenne Creation Myth At the beginning of time, there was nothing but darkness. Maheo the All Spirit lived alone in this darkness. He was tired of the dark—there was nothing to see and nothing to hear. Maheo was very powerful and he decided to use his power to create the world. Maheo created water in the form of a great salty lake and decided that all life would come from this water. At first, he made animals that swim in the water like fish. Next, Maheo created the sand at the bottom of the giant salty lake. Then he created bottom-feeding creatures like snails, lobsters, and mussels to live on that sand. 1 © 2018 Reading Is Fundamental • Content and art created by Simone Ribke How the World Was Made Next, Maheo made animals that live on the water. These included many types of birds such as geese, terns, loons, and ducks. Maheo delighted to hear their wings flapping and their feet splashing on the water. But Maheo could only hear them, he could not see them. “I would like to see the things I created,” Maheo said to himself. So Maheo created light and delighted in seeing all the fish swimming in the water and all the birds swimming on the water. “How beautiful,” Maheo said to himself, for he was truly amazed by his creations. Soon, a goose called out to Maheo: “Great Maheo, thank you for making this wonderful world. We are so happy, but the birds are not fish. -
Every Creation Story
Every Creation Story Creation from chaos Chaos (cosmogony) Enûma Eliš (Babylonian creation myth) Genesis creation myth (Judaism, Christianity and Islam) Greek cosmogonical myth Jamshid Korean creation narratives Kumulipo Leviathan (Book of Job 38–41 creation myth) Mandé creation myth Pangu Raven in Creation Serer creation myth Sumerian creation myth Tungusic creation myth Unkulunkulu Väinämöinen Viracocha Earth diver Earth-diver Ainu creation myth Cherokee creation myth Iroquois creation myth Väinämöinen Yoruba creation myth Ob-Ugric creation myth Emergence Emergence Hopi creation myth Maya creation of the world myth Diné Bahaneʼ (Navajo) Zuni creation myth ( creation of self ) Ex nihilo Debate between sheep and grain Barton cylinder Ancient Egyptian creation myths Kabezya-Mpungu Māori myths Mbombo Ngai Popol Vuh World parent World parent Coatlicue Enûma Eliš Greek cosmogonical myth Greek cosmogonical myth Heliopolis creation myth Hiranyagarbha creation myth Kumulipo Rangi and Papa Völuspá Divine twins Divine twins Proto-Indo-European creation myths Regional Africa Ancient Egyptian creation myths Fon creation myth Kaang creation story (Bushmen) Kintu myth (Bugandan) Mandé creation myth Mbombo (Kuba, Bakuba or Bushongo/Boshongo) Ngai (Kamba, Kikuyu and Maasai ) Serer creation myth (cosmogony of the Serer people of Senegal, the Gambia and Mauritania) Unkulunkulu (Zulu) Yoruba creation Americas Mesoamerica Coatlicue (Aztec) Maya creation of the world myth Popol Vuh (Quiché Mayan) Mid North America Anishinaabeg creation stories Cherokee creation -
Comparative World Mythology
Comparative World Mythology Harriet Schlueter INTRODUCTION The high school where I teach is in the process of a transformation. It was once a predominantly white school with a high number of graduates going to four-year colleges on academic scholarships. In the past fifteen years, the focus has changed. Discipline relegates academics to the back seat. Many of our students come from lower income families and must work to make ends meet at home. They are happy to get the 70 they need for passing rather than strive for a higher grade because they do not have the time to do their homework. Many of the parents do not encourage the students in the way that is a teacher's dream. Most of the motivation comes from the students themselves or from the teachers. Few students have access to computers, books, magazines, or encyclopedias. The school also does not have adequate facilities to accommodate an entire classroom set aside to have one computer per student with a working printer. The only classrooms with a "class set" of computers are the computer labs. This makes it difficult to use the Internet as the powerful teaching and research tool it could be. Also, the library in my school has very few recent books on mythology. Some of the books even date back to the 1930's. Because the students do not have much time once they leave school to work on their projects, I have set up a unit that takes place in the classroom. It combines both group work and individual work. -
Creation Myth Pathfinder English 9 Mrs. Golden Academic Year 2006-2007
CREATION MYTH PATHFINDER ENGLISH 9 MRS. GOLDEN ACADEMIC YEAR 2006-2007 Quite a bit of information about the creation myths of many cultures was found by searching Facts on File, Ancient History Database and The American Indian Database. The Following websites have been identified as ones that should be helpful in your search for information on the various Creation Myths. Some annotation has been included to assist you. Remember to ask Mrs. Pennell for the location of print sources when you visit the library. International Association of Intercultural Education: The mythic journeys sites that follow are from a collection by the above association. They are described as follows: A Flash-animated exploration of the culture’s beliefs about how the world and human life were created. Includes overviews of the particular culture and the pantheon of gods, along with a list of suggested exercises. Part of a larger site that examines stories about creation told by living faith traditions as well as those that have passed into history. An excellent site for learning how people from different cultures view their origins or for any comparative study of world religions. Norse Creation http://mythicjourneys.org/bigmyth/myths/english/2_norse_full.htm Chinese Creation http://mythicjourneys.org/bigmyth/myths/english/2_chinese_full.htm And also for China: http://www.windows.ucar.edu/cgi-bin/tour.cgi?link=/mythology/china_culture.html Mayan Creation http://mythicjourneys.org/bigmyth/myths/english/2_maya_full.htm Egyptian Creation http://mythicjourneys.org/bigmyth/myths/english/2_egyptian_full.htm -
Finding Patterns in the Chaos: Woman As Chaos Agent in Creation Myths Amanda Vajskop Denison University
Denison Journal of Religion Volume 5 Article 7 2005 Finding Patterns in the Chaos: Woman as Chaos Agent in Creation Myths Amanda Vajskop Denison University Follow this and additional works at: http://digitalcommons.denison.edu/religion Part of the Ethics in Religion Commons, and the Sociology of Religion Commons Recommended Citation Vajskop, Amanda (2005) "Finding Patterns in the Chaos: Woman as Chaos Agent in Creation Myths," Denison Journal of Religion: Vol. 5 , Article 7. Available at: http://digitalcommons.denison.edu/religion/vol5/iss1/7 This Article is brought to you for free and open access by Denison Digital Commons. It has been accepted for inclusion in Denison Journal of Religion by an authorized editor of Denison Digital Commons. Vajskop: Finding Patterns in the Chaos: Woman as Chaos Agent in Creation M THE DENISON JOURNAL of RELIGION Finding Patterns in the Chaos: Woman as Chaos Agent in Creation Myths Amanda Vajskop y Catholic upbringing emphasized that women have two choices, two role models to emulate. There is the impossible virgin mother, Mwho is symbolic of women’s “good qualities” (obedience, pu- rity, selflessness, nurturing). Then there is Eve. She is the woman supposedly responsible for the downfall of “man” and it is to her that we attribute death – God’s punishment to humanity after the fall. She becomes a chaos agent and symbolic embodiment of women’s “bad” qualities – willfulness, independence, curiosity and disobedience that disrupts (creates chaos in) the supposed order of God’s creation. Not only in Genesis do we find the pattern of woman as chaos agent; in fact, this theme is found in many creation myths from many different cultures.