Re: [asa] ID is not "scinece" because...

How about this one?

3. Should public schools require the teaching that there are no carbon
molecules with more than 40 units.?

(Based on Emil Fischer's statement at one time that there are no larger
chains)

"No. Instead of mandating the dogma that carbon chains can be as large as
anyone wants, Discovery
Institute recommends that states and school districts focus on
teaching students more about current theories in organic chemistry,
including telling
them about some of the theory's problems that have been discussed in
peer-reviewed science journals. In other words, the dogma that all
  all carbon molecules are smaller than 40 units should be taught as a
scientific theory that is open
to critical scrutiny, not as a sacred dogma that can't be questioned.
We believe this is a common-sense approach that will benefit students,
teachers, and parents."

At the time Emil made his claim it was both a scientific theory that there
are no large organic molecules, and it was a scientific fact. The reason of
course was biochemistry had yet to be discovered.
Later, after the discovery, the scientific facts changed. As did the
scientific theory. The theory was accurate at the time Fischer's statement
was first made, and it was also accurate later after macromolecules were
discovered (the theory having been revised). It was also factual in both
timeframes. But scientific facts change over time (unlike common facts)
because science is tentative and subject to change as new information
becomes available.

The argument over "facts" is actually nonsense. Scientific facts can and do
change. Most do not, but some do. I just gave one example. Others come to
mind.

On Mon, May 12, 2008 at 11:24 AM, j burg <hossradbourne@gmail.com> wrote:

> On 5/6/08, Dehler, Bernie <bernie.dehler@intel.com> wrote (quoted)
> from the DISCOVERY website:
> >
>
> > 3. Should public schools require the teaching of intelligent design?
> >
> > No. Instead of mandating intelligent design, Discovery Institute
> recommends
> > that states and school districts focus on teaching students more about
> > evolutionary theory, including telling them about some of the theory's
> > problems that have been discussed in peer-reviewed science journals. In
> > other words, evolution should be taught as a scientific theory that is
> open
> > to critical scrutiny, not as a sacred dogma that can't be questioned. We
> > believe this is a common-sense approach that will benefit students,
> > teachers, and parents.
> >
> > This is what the DI is selling:
>
> Interesting. Let's see if the above can be expanded into other fields:
>
> 3. Should public schools require the teaching of gravity?
>
> No. Instead of mandating gravity, Discovery Institute recommends that
> states and school districts focus on teaching students more about
> force theory, including telling them about some of the theory's
> problems that have been discussed in peer-reviewed science journals.
> In other words, gravity should be taught as a scientific theory that
> is open to critical scrutiny, not as a sacred dogma that can't be
> questioned. We believe this is a common-sense approach that will
> benefit students, teachers, and parents.
>
> and
>
> 3. Should public schools require the teaching of an old earth?
>
> No. Instead of mandating an old earth, Discovery Institute recommends
> that states and school districts focus on teaching students more about
> evolutionary theory, including telling them about some of the theory's
> problems that have been discussed in peer-reviewed science journals.
> In other words, an old age for the earth should be taught as a
> scientific theory that is open to critical scrutiny, not as a sacred
> dogma that can't be questioned. We believe this is a common-sense
> approach that will benefit students, teachers, and parents.
>
> and
>
> 3. Should public schools require the teaching that all races are equal.?
>
> No. Instead of mandating the dogma that all races are equal, Discovery
> Institute recommends that states and school districts focus on
> teaching students more about evolutionary theory, including telling
> them about some of the theory's problems that have been discussed in
> peer-reviewed science journals. In other words, the dogma that all
> races are equal should be taught as a scientific theory that is open
> to critical scrutiny, not as a sacred dogma that can't be questioned.
> We believe this is a common-sense approach that will benefit students,
> teachers, and parents.
>
> Other examples come to mind ...
>
> Burgy
>
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Received on Tue May 13 22:45:25 2008