Students are lumps of clay waiting to be molded into functioning members of society. But knowledge does not mean a student must give up their God-given right to believe in Jesus Christ as Our Lord And Savior™. Every student must be allowed to choose from the vast marketplace of ideas to truly learn that Jesus Christ is Our Lord And Savior™ and accept him as such. And only when all knowledge is presented to America's Precious Snowflakes, then and only then will they be truly free. This is all teaching the controversy wishes to do. Nothing more. God Bless America!
| Attributes | Values |
|---|
| rdfs:label
| - Teach The Controversy
- Teach the Controversy
|
| rdfs:comment
| - Students are lumps of clay waiting to be molded into functioning members of society. But knowledge does not mean a student must give up their God-given right to believe in Jesus Christ as Our Lord And Savior™. Every student must be allowed to choose from the vast marketplace of ideas to truly learn that Jesus Christ is Our Lord And Savior™ and accept him as such. And only when all knowledge is presented to America's Precious Snowflakes, then and only then will they be truly free. This is all teaching the controversy wishes to do. Nothing more. God Bless America!
- Teach the Controversy is the name of both a strategy and a campaign designed and led by the Discovery Institute and other intelligent design (ID) advocates. The American Association for the Advancement of Science and other science and education professional organizations say that Teach the Controversy proponents seek to undermine the teaching of evolution while promoting intelligent design, and to advance an education policy for US public schools that introduces creationist explanations for the origin of life to public-school science curricula. This criticism was supported by the ruling in the Kitzmiller v. Dover Area School District trial. Teach the Controversy proponents portray evolution as a "theory in crisis" with scientists criticizing evolution and that "fairness" and "equal time" r
|
| sameAs
| |
| dcterms:subject
| |
| dbkwik:christianit...iPageUsesTemplate
| |
| dbkwik:wikiality/p...iPageUsesTemplate
| |
| abstract
| - Teach the Controversy is the name of both a strategy and a campaign designed and led by the Discovery Institute and other intelligent design (ID) advocates. The American Association for the Advancement of Science and other science and education professional organizations say that Teach the Controversy proponents seek to undermine the teaching of evolution while promoting intelligent design, and to advance an education policy for US public schools that introduces creationist explanations for the origin of life to public-school science curricula. This criticism was supported by the ruling in the Kitzmiller v. Dover Area School District trial. Teach the Controversy proponents portray evolution as a "theory in crisis" with scientists criticizing evolution and that "fairness" and "equal time" requires educating students about the controversy. Opponents, comprised of the majority of the scientific community and science education organizations, reply that any controversial aspects of evolution are a matter of religion and politics, not science. Intelligent design "holds 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." Both the intelligent design movement (IDM) and the Teach the Controversy campaign are largely directed and funded by the Discovery Institute, a conservative Christian think tank based in Seattle, Washington, USA. The overall goal of the movement is to "defeat [the] materialist world view" represented by the theory of evolution in favor of "a science consonant with Christian and theistic convictions". In December 2005 a United States federal court ruled that a public school district requirement for science classes to teach that intelligent design is an alternative to evolution was a violation of the Establishment Clause of the First Amendment to the United States Constitution. In Kitzmiller v. Dover Area School District (2005), United States District Judge John E. Jones III also ruled that "ID’s backers have sought to avoid the scientific scrutiny, which we have now determined that it cannot withstand, by advocating that the controversy, but not ID itself, should be taught in science class. This tactic is at best disingenuous, and at worst a canard. The goal of the IDM is not to encourage critical thought, but to foment a revolution which would supplant evolutionary theory with ID."
- Students are lumps of clay waiting to be molded into functioning members of society. But knowledge does not mean a student must give up their God-given right to believe in Jesus Christ as Our Lord And Savior™. Every student must be allowed to choose from the vast marketplace of ideas to truly learn that Jesus Christ is Our Lord And Savior™ and accept him as such. And only when all knowledge is presented to America's Precious Snowflakes, then and only then will they be truly free. This is all teaching the controversy wishes to do. Nothing more. God Bless America!
|
![[RDF Data]](/fct/images/sw-rdf-blue.png)