Uncommon Descent Serving The Intelligent Design Community


The Intelligent Design Audiopaper Project

I was thinking recently, about how many audiobooks are consumed by people these days. I would guess that the main reason behind this consumption is convenience. Many people just don’t have the time, or don’t create the time, to really sit down and get their head in a book. But I understand that for many, it can also be due to personal preference, financial considerations, lack of space, being visually impaired, or learning difficulties. If non of these issues are barriers, I would always encourage reading (and ideally taking notes), rather than simply listening. On balance, the evidence does suggest that good reading is a much more efficient way of retaining information than listening, on its own. In general, listening Read More ›

The New Yorker — oh, so cleverly! — misunderstands the issues around teaching of origins

Essentially, in many places, it is compulsory to teach common ancestry of humans and apes as a dogma and illegal to teach any evidence against it. The progressive vilifies the people who object on any grounds… Read More ›

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 what does it do? Knowledge is the capacity to represent something as it is, on an appropriate basis of thought and experience. It and it alone confers the right and perhaps the responsibility to act, direct action, formulate policy and supervise its implementation, and teach. This helps us see what disappears along with “moral knowledge.” He goes on to note on the “[f]ear or resentment Read More ›

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 subject to hyperskeptical side-stepping . . . a world where logic is fast joining morality in the zone of disappeared seemingly discredited “fake” knowledge (oh, the folly of neglecting and dismissing things that were so hard-bought) . . . we have to take up a narrative fight. Take, then, certain blind men B1 to B6 in India — irony — and a narrator N1, with Read More ›

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? Read More ›

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. Read More ›

At Mind Matters News: If reality is fundamentally mathematical, why the war on math?

Perhaps we all need to recall something: The Iron Ring of the Canadian engineers is forged from the steel of a bridge that collapsed and cost 75 lives. That ring is intended as a warning, not a training manual. It turns out that in the real world, right or wrong answers in math do matter. Read More ›

New introduction to intelligent design at YouTube

Palmer: Part 1 begins with the basic concepts of Darwinian Evolution. Darwin’s theory related to heredity, but the science behind genetics was a mystery in his day. Darwin’s assumptions about heredity have proven to be mistaken. Read More ›

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. Read More ›

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 claim that “certain features of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection.”[6] ID is a form of creationism that lacks empirical support and offers no testable or tenable hypotheses, and is therefore not science.[7][8][9] The leading proponents of ID are associated with the Discovery Institute, a Christian, politically conservative think tank Read More ›

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. Read More ›

The Woke are now pushing chants to Aztec gods in California schools

Whatever the courts decide, if the goal is “liberation, transformation, decolonization,” the Woke can’t avoid a war on science. While science today is a global enterprise, the European origin of the modern version is a historical fact, one they are finding harder all the time to live with. Read More ›

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" Read More ›