User talk:SeamusC - Revision history

SeamusC at 20:16, June 26, 2011

2011-06-26T20:16:24Z

SeamusC at 20:14, June 26, 2011

2011-06-26T20:14:30Z

SeamusC at 20:12, June 26, 2011

2011-06-26T20:12:00Z

SeamusC at 19:58, June 26, 2011

2011-06-26T19:58:44Z

SeamusC at 19:56, June 26, 2011

2011-06-26T19:56:09Z

SeamusC at 19:51, June 26, 2011

2011-06-26T19:51:59Z

SeamusC at 19:51, June 26, 2011

2011-06-26T19:51:26Z

SeamusC: Answering the unanswerable

2011-06-26T19:50:41Z

Answering the unanswerable

New page

11. HOW DID BLIND CHEMISTRY CREATE
MIND/ INTELLIGENCE, MEANING, ALTRUISM AND
MORALITY?
There are a number of things here. We do not know how “mind” arises from blind chemistry, we merely know that is does. Every existing human mind began as a bundle of chemicals, now there is a mind.
“Meaning”. The meaning of a statement is its method of falsification. Meaning will, therefore, arise if an entity is so configured as to treat a statement as false if the world is configured in a certain way.
“Altruism” is pathetically easy: being nice to people has evolutionary advantages.
“Morality” is absolute and non-contingent. It cannot be created. To be created relativises whatever is created to the creator.

@@ Line 1: / Line 1: @@
 . HOW COULD MUTATIONS—ACCIDENTAL
 COPYING MISTAKES (DNA ‘LETTERS’
@@ Line 15: / Line 14: @@
 It is not taught as explaining the origin and diversity of life.  It is taught as explaining the diversity of life.  That ''natural selection'' is taught as explaining this is due to simplification: this is what is ''distinctive'' about Darwinian theory.  The explanation of the diversity of life requires other things such as descent with modification, the existence of diverse habitats and so on.  But other theories already accept these elements, so they don't bear repeating.  It's like explaining Conservapedia: one could go into fantastic detail about the software that supports it or one could say "it's like Wikipedia but seeks to be Conservative".
 .WHY ARE THE (EXPECTED) COUNTLESS

← Older revision		Revision as of 20:14, June 26, 2011
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		+
		+	3. HOW COULD MUTATIONS—ACCIDENTAL
		+	COPYING MISTAKES (DNA ‘LETTERS’
		+	EXCHANGED, DELETED OR ADDED, GENES
		+	DUPLICATED, CHROMOSOME INVERSIONS,
		+	ETC.)—CREATE THE HUGE VOLUMES OF
		+	INFORMATION IN THE DNA OF LIVING THINGS
		+
		+	The "information" is the different letters. So a different letter being passed on (ie a mutation) ''per definitio'' is new information. Lots of new information = lots of information.
		+
	4. WHY IS NATURAL SELECTION, A PRINCIPLE		4. WHY IS NATURAL SELECTION, A PRINCIPLE
	RECOGNIZED BY CREATIONISTS, TAUGHT AS		RECOGNIZED BY CREATIONISTS, TAUGHT AS

← Older revision		Revision as of 20:12, June 26, 2011
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		+	4. WHY IS NATURAL SELECTION, A PRINCIPLE
		+	RECOGNIZED BY CREATIONISTS, TAUGHT AS
		+	‘EVOLUTION’, AS IF IT EXPLAINS THE ORIGIN OF
		+	THE DIVERSITY OF LIFE?
		+
		+	It is not taught as explaining the origin and diversity of life. It is taught as explaining the diversity of life. That ''natural selection'' is taught as explaining this is due to simplification: this is what is ''distinctive'' about Darwinian theory. The explanation of the diversity of life requires other things such as descent with modification, the existence of diverse habitats and so on. But other theories already accept these elements, so they don't bear repeating. It's like explaining Conservapedia: one could go into fantastic detail about the software that supports it or one could say "it's like Wikipedia but seeks to be Conservative".
		+
	9.WHY ARE THE (EXPECTED) COUNTLESS		9.WHY ARE THE (EXPECTED) COUNTLESS
	MILLIONS OF TRANSITIONAL FOSSILS MISSING		MILLIONS OF TRANSITIONAL FOSSILS MISSING

← Older revision		Revision as of 19:58, June 26, 2011
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	Evolution is a ''historical science'' and taught as such. It is not taught "as if it is the same as this operational science".		Evolution is a ''historical science'' and taught as such. It is not taught "as if it is the same as this operational science".
		+
		+	15. WHY IS A FUNDAMENTALLY RELIGIOUS
		+	IDEA, A DOGMATIC BELIEF SYSTEM THAT FAILS
		+	TO EXPLAIN THE EVIDENCE, TAUGHT IN SCIENCE
		+	CLASSES?
		+	Because some school boards and individual teachers have an irrational attachment to dogmatic belief systems such as creationism and intelligent design.

← Older revision		Revision as of 19:56, June 26, 2011
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	“Altruism” is pathetically easy: being nice to people has evolutionary advantages.		“Altruism” is pathetically easy: being nice to people has evolutionary advantages.
	“Morality” is absolute and non-contingent. It cannot be created. To be created relativises whatever is created to the creator.		“Morality” is absolute and non-contingent. It cannot be created. To be created relativises whatever is created to the creator.
		+
		+
		+	14. SCIENCE INVOLVES EXPERIMENTING TO
		+	FIGURE OUT HOW THINGS WORK; HOW THEY
		+	OPERATE. WHY IS EVOLUTION, A THEORY ABOUT
		+	HISTORY, TAUGHT AS IF IT IS THE SAME AS THIS
		+	OPERATIONAL SCIENCE
		+
		+	Evolution is a ''historical science'' and taught as such. It is not taught "as if it is the same as this operational science".

← Older revision		Revision as of 19:51, June 26, 2011
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		+	9.WHY ARE THE (EXPECTED) COUNTLESS
		+	MILLIONS OF TRANSITIONAL FOSSILS MISSING
		+	Countless millions of transitional fossils are not expected. Therefore they are not missing.
		+
	10. HOW DO ‘LIVING FOSSILS’ REMAIN		10. HOW DO ‘LIVING FOSSILS’ REMAIN
	UNCHANGED OVER SUPPOSED HUNDREDS		UNCHANGED OVER SUPPOSED HUNDREDS