webolife wrote:I'm getting stuff in two threads confused... ain't that a metaphor
I said:
webolife wrote:
I have no problem with:
Scientists are limited in their research to the stuff in the "material" box, but this doesn't mean that things exist that are outside of that box. Further I have no problem with the possibility that that things outside of the box "occasionally" interact with the things inside the box.
To which Alton asked:
Are you saying C&ID do not formally belong in science?
First let me correct my mis-statement to read,"this doesn't mean that things
don't exist that are outside of the box", which is what I meant...
Define "material"?
Material: Shape
Exist: Shape and location and relationships between shapes with location
Non-material existence is a contradiction in terms. You (or someone) will undoubtedly accuse me of "word-mongering" or something, but the onus is on you to make what you are saying clear and unambiguous.
Consistency is an *objective* criterion (scientific). It has nothing to do with anyone's personal preference.
webolife wrote:
Not sure what you are implying in the use of the word "formally" here, but I would say this:
If one paradigm, replete with its assumptions, is allowed to monopolize scientific study and discussion, as in public schools where I teach, for example, then it is reasonable and much more scientific to include multiple paradigms to increase the critical thinking skills of students, giving practical application for the priority of evidence in the formulation of conclusions.
Students are rarely taught how to think critically or independently. They're taught to memorize and recall. Any problem-solving or critical analysis they are taught is purely mathematical. This wouldn't be so bad except the math is not firmly connected to reality. This leads to a dualism between incredibly sophisticated and accurate mathematical models and a gross dearth of understanding of reality and, by extension, physics.
Of course students are not born accepting this situation. Young bright ones frequently express various levels of discontent inside and outside the classroom. That is why we need "scientific" celebrities to back up the current state of things. People who are touted and perceived as "too brilliant to be wrong". The young, bright, critical, and inquisitive mind is quieted down. "You are too young to understand yet, just wait until you're older." "Many brilliant people have come before you." The trouble is that by the time you're "old enough" you've learned the doctrine so well by rote you don't even remember why you had objections when you were younger. In fact you probably write them off as the silly naive objections of a child.
webolife wrote:
Hey I'm thinking we both agree on this point, is it possible? So I would be content to allow the baseless philosophy of macroevolution to be presented, as long as alternate explanations are also presented for comparison. In my view, ID comes out a winner in any side by side comparison of evidence. Now there is a point I know we don't agree on.
Paradigms move the research and conclusions, even draw funds, for scientific study for decades on end... the exclusion of alternate paradigms is just dishonest.
Isn't this fun?
Public schools, being publicly funded (through the gov't), can teach whatever the public (or gov't) wants. The gov't has typically passed off technology as science so that it can prepare young people to build bombs, vaccines, and etc. If the public has a problem with what is taught then they express this through their voting power, rallies, protests, etc. They can also just teach their own children since public school is not compulsory. None of this is science. Science is not a public or government institution. Science recognizes no endorsement, vote, censor, or funding. Science is just a collection of rational explanations.
I'll wager this, what will be taught in public school is what the gov't perceives is most likely to prepare young people to advance national defense, security, and health. Science is not interested in these, science will only be taught by accident or coincidence.