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Debate:Should Creationism/Intelligent design be taught as a scientific alternative to evolution in public schools? (view source)
Revision as of 17:02, April 5, 2007
, 17:02, April 5, 2007→Don't
Don't teach creationism in school if you don't want to hear evolution in church :P [[User:AtheistKathryn|AtheistKathryn]] 20:55, 4 April 2007 (EDT)
Don't teach creationism in school if you don't want to hear evolution in church :P [[User:AtheistKathryn|AtheistKathryn]] 20:55, 4 April 2007 (EDT)
==QM is an Object Lession in Science==
If you want to ''really'' understand the way that science works, look at the history of Quantum Mechanics. What starts out to be a nice little idea (namely that the world at the micro level is discrete rather than continuous), has had huge ramifications and has accumulated an enormous body of results, mainly becsuse (a) no-one really understood the philosophical underpinnings of the theory, and (b) no-one actually believed its predictions. Scientists have subjected this theory to all sorts of tests, to try to find the flaws in the logic, the holes in the theory, in order to understand what is basically going on - mainly because they could not believe their own predictions. Einstein concocted the famous EPR experiment in order to demonstrate what he believed to be the inconsistencies inherent in the theory - this was his attempt to demonstrate that 'God does not play dice' with the universe. The experiment, however, confirmed, rather than falsified the theory. However, we should note that this did not mean that scientists stopped testing the theory. The fact that its results are so bizarre, has led scientists to throw test after test at it in order to find the limits to the theory.
Quantum Mechanics is merely a model of the world: it has (a) an interesting idea, (b) a mathematical framework which is derived from that idea, which has both predictive and explanatory power, which produce (c) testable hypotheses which (d) have been tested to destruction. One day, someone will come up with an challenge that QM can't answer, and we will know the limits of the model. That will then allow us to formulate improvements to the model, or reject it in favour of a better model. That is the purpose of all the experiments.
That is the way that science works. If you are in favour of teaching science in schools, then you need to include in the syllabus those things which use this scientific method. If you think science is a waste of time, then you need to find away of accounting for why science has been successful in underpinning the technological advances of the last 200 years (such as the computer on which you are now reading this). Anything that is taught in science lessons, must, de facto, be science.
Creationism is an idea, but has no mathematical or theoretical framework which can yield testable hypotheses. Creationism invokes a creator and a creation point, and puts the action in the past. Unless you are claiming that the creator is still creating, then we cannot test whether the hypothesis is true. Without an ability to test, it is not science.
Evolution on the other hand, is science. You may not agree with it, but evolutionary theory does not just claim that things got this way in the past, but that they are happening here and now. That means that the theory is testable. In addition, evolution has a genetic mechanism which has the potential for explaining how evolution works at the molecular level. Evolution is still a young science, and therefore it is still itself very much evolving and changing. Currently, for example there are indications that there are some genetic mechanisms which allow 'learned' behaviour to be passed on to offspring via meta-tagging of the DNA code. This does not invalidate the central tenet of evolution, it merely modifies the theory to take account of new information, so that it better models the world we observe.
How has creationist theory changed as a result of any observation?
--[[User:CatWatcher|CatWatcher]] 13:02, 5 April 2007 (EDT)