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Author: Mark Biedebach Publisher: ISBN: 9781644688199 Category : Languages : en Pages : 228
Book Description
A Biophysicist and Constitutional Lawyer Address a Profound Question. Is it OK for our public schools to teach only Atheistic answers to ultimate religious questions? Where do we come from and what is the nature of life? These are the two biggies implicitly addressed by U.S. K-12 origins science education. The answers form the foundation for the third: How should life be lived ethically and morally? The answers to the third will be significantly affected by how we answer the first two. The authors show that there are two evidence-based alternatives to the first two. We either come from unguided material causes without purpose or we come from material and intelligent causes for a purpose. The materialistic alternative provides the foundation for non-theistic religious answers to questions of ethics and morality, while the teleological alternative supports theistic answers. The problem is that modern origins science uses a concealed materialistic orthodoxy that permits only Atheistic narratives about the origin of the Universe, of life and the diversity of life. Thus, when these materialistic/atheistic explanations are taught by our K-12 public schools, the impressionable kids are only given an atheistic narrative rather than an objective education about the evidence for and against both views. Calvert, the lawyer who switched from stock fraud to Constitutional law 20 years ago, explains how the law actually favors the objective rather than the materialistic method for origins science education. Atheism is just as religious as theism for First Amendment purposes. Accordingly, just as the schools cannot push a theistic prayer during the invocation at a high school graduation, neither can it adopt or implement an atheistic orthodoxy when teaching origins science. He also explains that objectivity is also required as the scientific method for the testing of historical narratives require consideration of all evidence-based alternatives. At the end, the Authors provide a set of ten suggestions for the development of objective standards and curricula for teaching origins science.
Author: Mark Biedebach Publisher: ISBN: 9781644688199 Category : Languages : en Pages : 228
Book Description
A Biophysicist and Constitutional Lawyer Address a Profound Question. Is it OK for our public schools to teach only Atheistic answers to ultimate religious questions? Where do we come from and what is the nature of life? These are the two biggies implicitly addressed by U.S. K-12 origins science education. The answers form the foundation for the third: How should life be lived ethically and morally? The answers to the third will be significantly affected by how we answer the first two. The authors show that there are two evidence-based alternatives to the first two. We either come from unguided material causes without purpose or we come from material and intelligent causes for a purpose. The materialistic alternative provides the foundation for non-theistic religious answers to questions of ethics and morality, while the teleological alternative supports theistic answers. The problem is that modern origins science uses a concealed materialistic orthodoxy that permits only Atheistic narratives about the origin of the Universe, of life and the diversity of life. Thus, when these materialistic/atheistic explanations are taught by our K-12 public schools, the impressionable kids are only given an atheistic narrative rather than an objective education about the evidence for and against both views. Calvert, the lawyer who switched from stock fraud to Constitutional law 20 years ago, explains how the law actually favors the objective rather than the materialistic method for origins science education. Atheism is just as religious as theism for First Amendment purposes. Accordingly, just as the schools cannot push a theistic prayer during the invocation at a high school graduation, neither can it adopt or implement an atheistic orthodoxy when teaching origins science. He also explains that objectivity is also required as the scientific method for the testing of historical narratives require consideration of all evidence-based alternatives. At the end, the Authors provide a set of ten suggestions for the development of objective standards and curricula for teaching origins science.
Author: Mark Biedebach Publisher: Covenant Books, Inc. ISBN: 1644688204 Category : Education Languages : en Pages : 229
Book Description
A Biophysicist and Constitutional Lawyer Address a Profound Question. Is it OK for our public schools to teach only Atheistic answers to ultimate religious questions? Where do we come from and what is the nature of life? These are the two biggies implicitly addressed by U.S. K-12 origins science education. The answers form the foundation for the third: How should life be lived ethically and morally? The answers to the third will be significantly affected by how we answer the first two. The authors show that there are two evidence-based alternatives to the first two. We either come from unguided material causes without purpose or we come from material and intelligent causes for a purpose. The materialistic alternative provides the foundation for non-theistic religious answers to questions of ethics and morality, while the teleological alternative supports theistic answers. The problem is that modern origins science uses a concealed materialistic orthodoxy that permits only Atheistic narratives about the origin of the Universe, of life and the diversity of life. Thus, when these materialistic/atheistic explanations are taught by our K-12 public schools, the impressionable kids are only given an atheistic narrative rather than an objective education about the evidence for and against both views. Calvert, the lawyer who switched from stock fraud to Constitutional law 20 years ago, explains how the law actually favors the objective rather than the materialistic method for origins science education. Atheism is just as religious as theism for First Amendment purposes. Accordingly, just as the schools cannot push a theistic prayer during the invocation at a high school graduation, neither can it adopt or implement an atheistic orthodoxy when teaching origins science. He also explains that objectivity is also required as the scientific method for the testing of historical narratives require consideration of all evidence-based alternatives. At the end, the Authors provide a set of ten suggestions for the development of objective standards and curricula for teaching origins science.
Author: John Taylor Gatto Publisher: New Society Publishers ISBN: 1550923013 Category : Education Languages : en Pages : 70
Book Description
With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching." John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).
Author: Angus J. L. Menuge Publisher: Routledge ISBN: 1351982664 Category : Law Languages : en Pages : 240
Book Description
Questions of religious liberty have become flashpoints of controversy in virtually every area of life around the world. Despite the protection of religious liberty at both national and supranational levels, there is an increasing number of conflicts concerning the proper way to recognize it – both in modern secular states and in countries with an established religion or theocratic mode of government. This book provides an analysis of the general concept of religious liberty along with a close study of important cases that can serve as test beds for conflict resolution proposals. It combines the insights of both pure academics and experienced legal practitioners to take a fresh look at the nature, scope and limits of religious liberty. Divided into two parts, the collection presents a blend of legal and philosophical approaches, and draws on cases from a wide range of jurisdictions, including Brazil, India, Australia, the USA, the Netherlands, and Canada. Presenting a broad range of views, this often provocative volume makes for fascinating reading for academics and researchers working in the areas of law and religion, legal philosophy and human rights.
Author: Jonathan M. Golden Publisher: Bloomsbury Publishing USA ISBN: 1440872775 Category : Religion Languages : en Pages : 286
Book Description
An indispensable resource for understanding religion's place in American schools and in matters concerning the separation of church and state in the United States. The framers of the American Constitution, in drafting the so-called "Establishment Clause" of the First Amendment-Congress shall not establish nor prohibit the practice of religion-intentionally juxtaposed two seemingly contrasting articles, understanding that we would grapple with these questions anew each day. And, indeed, we have. This book treats the Constitution, and the First Amendment in particular, as a living document, one that requires interpretation and re-interpretation on a regular basis as our nation and its people evolve. The book begins with an overview essay discussing the background of the contemporary debate over religion in schools. A timeline then highlights key events related to religion and education. Approximately 50 alphabetically arranged reference entries follow. These focus on contemporary concerns and provide objective, fundamental information about events, legislation, people, and other topics. The entries provide cross-references and suggestions for further reading, and the volume closes with an annotated bibliography.
Author: Michael Shea Publisher: Michael Shea ISBN: 0985128704 Category : Biography & Autobiography Languages : en Pages : 482
Book Description
This book is a unique look into God's hand in American history, viewed through the life of George Washington. The book reflects the providential view that Washington and other Founding Fathers had of the God of history (God of Abraham). The book attempts to document God's hand in Washington's life and the Revolutionary War using Washington's own words and detailing the numerous micarcles that led to the country's eventual independence and subsequent constitution. The book also explores the country's reason for existence, God's purpose in the founding of the United States, and what it portends for our future survival as a nation.
Author: Adam Laats Publisher: University of Chicago Press ISBN: 022633144X Category : Education Languages : en Pages : 137
Book Description
No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Author: David Goetsch Publisher: Fidelis Publishing. LLC ISBN: 1956454071 Category : Religion Languages : en Pages : 164
Book Description
America' s system of colleges and universities was once the best in the world. It contributed immeasurably to America' s status as the most powerful, productive, and prosperous nation on the globe. Unfortunately, those days are long gone. Today from kindergarten through 12th grade in the government school system, teaching reading, writing, and math have been supplanted by Marxist indoctrination. Our colleges and universities have become the final training grounds and launching pads of the next waves of Marxist activists. This book equips every American to turn this travesty around.
Author: National Research Council Publisher: National Academies Press ISBN: 0309214459 Category : Education Languages : en Pages : 400
Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Mark Biedebach
Author: Mark Biedebach
Author: Mark Biedebach
Author: John Taylor Gatto
Author: Angus J. L. Menuge
Author: Jonathan M. Golden
Author: 
Author: Michael Shea
Author: Adam Laats
Author: David Goetsch
Author: National Research Council