I am a creationist according to the literal account in the book of Genesis, yet insist that the recent debate of critical analysis is not about teaching creationism or evolution but allowing an open debate of all theories in the classroom.
In his full post he makes it clear he doesn't understand how science works, or what a theory is. He argues, rather poorly, "why should we show any topic favorable treatment and bar examination?". What he fails to note is that among the overwhelming majority of scientist versed in this topic, there is no argument. It is only among those who are not students of the discipline that their is any debate.
Using his standard for how our children should be educated, I should be able to go into math classes and argue that 2+2=5, not because it is factual, but because we want to allow 'critical analysis' (the code word for Not-So Intelligent design) into the classrooms. There is no basis in facts for this foolishness. It is a resistance, based in faith, not facts or science, that drives this idiocy.
The Senator even breaks out this lie;
In other words you can question any other scientific fact, law, or theory
I would like to know what he is talking about here. Does he expect us to teach both germ theory (please note, this is also a scientific theory) and miasma (bad air)? Do we add the theory of intelligent falling to the curricula that covers the theory of Gravity?
Science has standards, and prior to teaching our children the very basic information on hyper complex issues, we need to make sure that they arguments they are hearing are viable and intelligent design has as much scientific validity as either miasma or intelligent falling. Sen. Bryant also implies that there is some effort to stop investigation into evolution and those involved in this sector of scientific study refuse to question it. He again clearly display he has no clue about what he is talking about.
If a scientist were ever to discover a more valid model for how life arose on this planet he or she would shout it from the highest mountain tops world wide. Their names would be elevated to the status of Einstein, Newton, and Darwin. Their work would be studied for centuries to come. The reality is, all the science done in this field continues to strengthen the theory of Evolution, and that is what the kids must be taught. It is only those whose faith is threatened by evolution lash out and latch onto to these silly anti-evolution stunts.
For Sen. Bryant, a quick guide to what a scientific theory is, and please note, in science, a theory has profound value.
Well, evolution is a theory. It is also a fact. And facts and theories are different things, not rungs in a hierarchy of increasing certainty. Facts are the world's data. Theories are structures of ideas that explain and interpret facts. Facts do not go away when scientists debate rival theories to explain them. Einstein's theory of gravitation replaced Newton's, but apples did not suspend themselves in mid-air, pending the outcome.
One would think that a Pharmacist would know better. It is clear that the students of the South Carolina High School System (like Sen. Bryant) need to spend a lot more time learning and understanding the scientific method.
