academic freedom agit-prop, opinion manipulation and well-poisoning games Atheism Defending our Civilization Education Epistemology (the study of knowledge and its conditions) Geo-strategic issues governance Governance & control vs anarchy Lessons of History Logic and First Principles of right reason

L&FP, 48i: Dallas Willard on the legitimate authority of knowledge (vs the radical narrative of oppression)

In the course of exploring the marginalisation/disappear-ING of moral knowledge, Professor Dallas Willard gave an expanded definition of knowledge that also draws out the legitimate authority of knowledge; including, moral knowledge, i.e. knowledge of duty to right conduct etc. As we can see from his handout for a 2010 video lecture: What is knowledge and Read More…

agit-prop, opinion manipulation and well-poisoning games Defending our Civilization Education Epistemology (the study of knowledge and its conditions) Ethics Logic and First Principles of right reason Moving civilization forward

L&FP, 48d: The failed six blind men of India paradigm for relativising thought, truth and knowledge

Again, let’s go out of chronological order in 48a (Plato comes later as there is a dismissive attitude) and speak to a paradigm story used to radically relativise our thinking from elementary school days on. Here, 143: >>In a world in which abstract processes such as logical inference and explicit argument are increasingly “other” and Read More…

Culture Darwinism Education Evolution Intelligent Design Naturalism

To what extent is the science we must learn at school materialist propaganda?

Here’s a question: Given what we (hope we) know today about the origin and development of life forms, would anyone today propose neo-Darwinism (natural selection) in any of its forms as an explanation – if they hadn’t already had to accept it anyway in order to get to where they are today?

Education Energy Intelligent Design

Part 2 of New introduction to intelligent design: Recognizing Design Part 2

In Part 1, we look at evidence that the universe had a beginning, therefore it had a Beginner – a Creator. We look more deeply at the information in DNA that makes life possible. Part 2 applies the core concepts of irreducible complexity and functional coherence to one of the most important functions in each cell – energy production.

Culture Darwinism Education Intelligent Design science education

At the Epoch Times: A mom tries understanding “evolution” schoolhouse lessons

If no one has ever been able to demonstrate in real life that an alarm clock assembles itself all by itself, why should I believe that a life form does? Why should that be taught in school? Can’’t we just say that we don’t know? It’s really a matter of belief. Or not, as the case may be. No one should be persecuted for doubt in such a case.

academic freedom agit-prop, opinion manipulation and well-poisoning games Atheism Back to Basics of ID Correcting trollish fallacies Education For Reference Functionally Specified Complex Information & Organization Logic and First Principles of right reason

Wikipedia presents pseudo-“knowledge” [fake “knowledge”?] on ID, yet again

In discussing implication logic and first duties, Wikipedia on ID came up yet again. The lead’s manifest failure to be responsibly objective, descending into slander from the outset, speaks volumes: Intelligent design (ID) is a pseudoscientific argument for the existence of God, presented by its proponents as “an evidence-based scientific theory about life’s origins”.[1][2][3][4][5] Proponents Read More…

Education Intellectual freedom Intelligent Design science education

Michael Egnor reflects on Joshua Swamidass’s proposal for effectively canceling Christian colleges

Egnor: “Notably, Swamidass completely leaves out the one criterion that is the cornerstone of accreditation of educational institutions: outcome metrics… don’t know (and Swamidass has nothing to say about it) how students from Christian colleges compare, but is it well established that homeschooled kids (who are disproportionately taught by conservative Christian families) score almost 100 points higher on the SAT and score correspondingly higher on the ACT than the national average.” Okay, but no one sponsoring the war on math is concerned about outcomes because educators have the power to jimmy marks to reward whatever they want to reward and then pass the problem on to others who must then do the same.

Education Intelligent Design Mathematics Racism

Jonathan Bartlett: Antiracism in Math Promotes Racism and Bad Math

Bartlett: … one thing that is helpful for parents, students, and teachers is for students to show their work. I know it can be hard to get students to do this. My own children hate to do it. However, being explicit about the steps in their reasoning is important for a number of reasons. First, showing their work helps students with harder problems… So, what does Equitable Math say about this practice? According to their published guide, “White supremacy culture shows up in math class when students are required to show their work”