My Comments on:

Edward J. Larson,

Is Evolution "Just a Theory"?,


 
http://hnn.us/articles/10142.html



HNN, before Feb. 17, 2005

Andrew D. Todd

 a_d_todd@rowboats-sd-ca.com 

http://rowboats-sd-ca.com/




(My Responses)


02/17/2005 06:21 AM
Re: http://hnn.us/articles/10142.html

But Which Religion?

If you want to teach religion in the public schools, you need to teach the full range of religion:  Islam and Judaism, of course, but also Greek Philosophy, Zoroastrianism, Hinduism, Jainism, Buddhism, Taoism, Confucianism, etc. Come to that, you need to teach the full range of Christianity, not just Protestantism.

 I understand that, theologically, creationism is not incompatible with Catholicism. However, since the  end of Simony, it is very difficult for a man to become an Archbishop without being extensively educated. Further, it would be safe to say that the intellectual pride of the Church are the Jesuits. Here are, respectively, Archiepiscopal and Jesuit statements on the point of Creationism.

http://www.philosophy-religion.org/handouts/creationism..htm

http://www.americamagazine.org/gettext.cfm?articleTypeID=1&textID=584&issueID=279

----------------------------------------------
Practically speaking, Creationists are Fundamentalists, radical Protestants maintaining the inerrancy of the King James Edition, and the lack of need for further commentary or exegesis. The Catholic position is of course that the Bible is a tricky old document, and that before you start preaching it, you need to go through a rigorous course of instruction, including the study of ancient languages, in a seminary or divinity school, which course of instruction normally leads to ordination as a priest.

The Catholic Encyclopedia's position on the King James Edition is fairly temperate:

http://www.newadvent.org/
http://www.newadvent.org/cathen/
http://www.newadvent.org/cathen/02141a.htm

Also some articles from the Catholic Encyclopedia on Creationism and Evolution:

http://www.newadvent.org/cathen/05654a.htm
http://www.newadvent.org/cathen/04475a.htm

Inter alia, they suggest that divine providence might act through evolution.
--------------------------------------------
An unofficial Catholic attack on the King James Edition. The sort of  things that an Archbishop or a Jesuit would be too high-minded to say :

http://www.catholicapologetics.net/
http://www.catholicapologetics.net/0002kjv.htm
---------------------------------------------

02/17/2005 05:07 PM

Well, obviously, one cannot cover everything. One of the most basic points you have to decide is whether you  are  teaching things like religion  historically or anthropologically.  That is, are you thinking primarily  in terms of the legacy of the  past; or in terms of the range of possible variation, and the possibility of choice? In anthropological pedagogy, a typical approach would be to select a limited number of groups who embody a wide range of "designs for living." 

Note that we are discussing the particular case of a course in religion for a public school,  not for a parochial school, nor yet again for a college. My stance in this particular case would arise out of the understood best traditions of a public school, ie., pluralism, and this would dictate an anthropological approach. Note again, that we are talking about a course in religion, not, say, a course in science and technology. I can take a particular stance about the teaching of religion without saying that the children have to learn to chip flint arrowheads with a piece of reindeer antler.

02/18/2005 11:57 AM

RE: http://hnn.us/articles/10142.html
       http://hnn.us/readcomment.php?id=54091#54091

Natural Selection is not the only form of Non-Intelligent Design

One of the implications of the Human Genome  Project has been the discovery of just how few genes there are. The last I heard, the count was down to 30,000, not all of which are unique to humans. People are beginning to think more in terms of the notion of "complexity," that is, the ways in which simple mechanisms, interacting with their environment, generate complex structures. This is sometimes called a "self-organizing system." Experiments with rats have demonstrated, for example, that bones grow to meet the loads placed on them. Bone contains osteoblast and osteoclast cells which  patch damaged areas, changing the bone's shape in the process. The use of the  bone generates continuing microfractures to be mended. Instead of presuming a lot of co-evolved genes, you talk about feedback mechanisms which tend to synchronize the different elements of the body. For example, if one of your legs is longer than the other, this will tend to affect the respective loads placed on the two legs when you walk, and presumably it would generate a corrective growth mechanism. The shape of a bone does not reflect genetic programming, so much as the fact that this shape is the strongest one for a given load  pattern. It is much the same principle as soap  bubbles forming spheres. It is reasonable to think that clusters of neurons work on a principle analogous to bones. At this level, the differences between a man and a rat are essentially differences of dimension rather than  differences of kind.

The implication of Complexity is that evolution is not as difficult as was previously thought. Complexity is, I suppose, a kind of paradigm shift. It is much more economical in its operation than Darwinian natural selection. One could think of complexity as a kind of  "reduced Lamarckianism."

02/18/2005 12:13 PM

A Simple Example

Here  is a little bit of code that I pulled out of one of my programs. This little function, which is known as a "flood-fill algorithm," exhibits curiosity and explores its environment.  As you will note from the footnote,  it is computer science textbook stuff, a commonplace example of the self-organizing system. Behold curiosity!
/*------------------------------------------------------------------------*/
/*------------------- Carrfldf -------------------------------------------*/
/*-----------------------------    Does a Flood Fill on a two dimensional  */
carrfldf(                      /* character array.                         */
         char *arr,            /* array acted on                          */
         int ival1,            /* starting position                       */
         int ival2,            /*                                         */
         int d1,               /* array dimensions                        */
         int d2,               /*                                         */
         char bnd              /* fill char that also forms perimeter     */
        )                     /*-----------------------------------------*/
{
 int k1, k2, k1p, x2, mx2, mn2, stakndx, i, j, l;
 short unsigned stak1[512], stak2[512];
 arr[ival1*d2+ival2]=~bnd;
 stak1[0]=ival1; stak2[0]=ival2; stakndx=1;
 while(stakndx >= 1)
 {
  stakndx--; k1=stak1[stakndx]; k2=stak2[stakndx];
  i=k1*d2;
  l=d2-1;
  arr[i+k2]=bnd;
  for(mx2=k2; (arr[i+mx2+1] != bnd) && (mx2 < l); mx2++) arr[i+mx2+1]=bnd;
  for(mn2=k2; (arr[i+mn2-1] != bnd) && (mn2 > 0); mn2--) arr[i+mn2-1]=bnd;
  for(k1p=k1-1; k1p <= k1+1;k1p+=2) /*for k1p=k-1 and k1p=k+1 */
  {
   if((k1p < 0) || (k1p >= d1)) continue;
   i=k1p*d2;  
   for(x2=mx2; x2 >= mn2; x2--)
   {
    j=i+x2;
    if(
       (arr[j] != bnd) &&
       ((arr[j+1] == bnd) || (x2 == mx2)) &&
       (stakndx < 512)
      )
    {
     stak1[stakndx]=k1p; stak2[stakndx]=x2; stakndx++;
    }
   }
  }
 }
}
/* After: James D. Foley and Andries Van Dam, Fundamentals of               */
/* Interactive Computer Graphics, Addison-Wesley Systems Programing         */
/* Series, Addison-Wesley Publishing Co., 1983, orig. pub. 1982, pg 446-450 */









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