I rail against the teaching of creationism in science class. Everyone is certainly entitled to believe what they want and can teach their children whatever they want as well. I don’t dispute this. Just don’t try to teach religion in science class. Religion is religion and science is science. Why is this so hard to grasp?
One justification that really sticks in my craw is the call for diverse view points. Great, I’m for diverse views in religion class too, so let’s talk evolution, okay? No? Just what I thought.
The fact is, science isn’t about presenting what you believe. Rather it’s about a way of thinking about the world and all that flows from this way of thinking. It’s the scientific method. Religion is something else entirely. Science explains things as taught in science class. Religion explains things as taught in religion class. Sounds reasonable to me.
So if I had kids and they were subjected to creationism, or its disguised brother, intelligent design, in the guise of science, I’d be visiting with the principal. I’d also likely become a lot more involved in school board meetings.
So imagine my surprise at this course description for the geometry class in a Texas Baptist school, quoted in “Math: Gift From God or Work of Man,” an ABC News article by John Allen Paulos:
Students will examine the nature of God as they progress in their understanding of mathematics. Students will understand the absolute consistency of mathematical principles and know that God was the inventor of that consistency. They will see God’s nature revealed in the order and precision they review foundational concepts while being able to demonstrate geometric thinking and spatial reasoning. The study of the basics of geometry through making and testing conjectures regarding mathematical and real-world patterns will allow the students to understand the absolute consistency of God as seen in the geometric principles he created.
But wait, there’s also calculus:
Students will examine the nature of God as they progress in their understanding of mathematics. Students will understand the absolute consistency of mathematical principles and know that God was the inventor of that consistency. Mathematical study will result in a greater appreciation of God and His works in creation. The students will understand the basic ideas of both differential and integral calculus and its importance and historical applications. The students will recognize that God created our minds to be able to see that the universe can be calculated by mental methods.
Given that the first three and a half lines are the same, it seems pointless to include them. Presumably, they offer a cooking class? I imagine it might go something like this:
Students will examine the nature of God as they progress in their understanding of food preparation. Students will understand the absolute consistency of cooking principles and know that God was the inventor of that consistency. Nutritional study will result in a greater appreciation of God and His works in creation. The students will understand the basic ideas of ingredients and properly combining them. The students will recognize that God created our stomachs so we are able to see that the universe can be revealed in a properly barbecued steak. What’s more heavenly than God’s gift of tasty animals?
Despite my attempt at humour, I don’t exaggerate when I say I fear for the future of Western society.
_Don
Overly religious people (because some quietly believe in a higher power) are so oblivious its just too funny. But in a scary way.
Kat
The scary part is the absolute conviction religious zealots wear like a mantle (made of teflon). Don’t even TRY to argue a point of logic or, gasp, philosophy with them. You’ll get more satisfying discussion out of a mailbox.