Tuesday, March 13, 2007

Top Ten Signs You're a Fundamentalist Christian

Posted on 20 Jan by mark

Top Ten Signs You're a Fundamentalist Christian


10 - You vigorously deny the existence of thousands of gods claimed by other religions, but feel outraged when someone denies the existence of yours.

9 - You feel insulted and "dehumanized" when scientists say that people evolved from other life forms, but you have no problem with the Biblical claim that we were created from dirt.

8 - You laugh at polytheists, but you have no problem believing in a Triune God.

7 - Your face turns purple when you hear of the "atrocities" attributed to Allah, but you don't even flinch when hearing about how God/Jehovah slaughtered all the babies of Egypt in "Exodus" and ordered the elimination of entire ethnic groups in "Joshua" including women, children, and trees!

6 - You laugh at Hindu beliefs that deify humans, and Greek claims about gods sleeping with women, but you have no problem believing that the Holy Spirit impregnated Mary, who then gave birth to a man-god who got killed, came back to life and then ascended into the sky.

5 - You are willing to spend your life looking for little loopholes in the scientifically established age of Earth (few billion years), but you find nothing wrong with believing dates recorded by Bronze Age tribesmen sitting in their tents and guessing that Earth is a few generations old.

4 - You believe that the entire population of this planet with the exception of those who share your beliefs -- though excluding those in all rival sects - will spend Eternity in an infinite Hell of Suffering. And yet consider your religion the most "tolerant" and "loving."

3 - While modern science, history, geology, biology, and physics have failed to convince you otherwise, some idiot rolling around on the floor speaking in "tongues" may be all the evidence you need to "prove" Christianity.

2 - You define 0.01% as a "high success rate" when it comes to answered prayers. You consider that to be evidence that prayer works. And you think that the remaining 99.99% FAILURE was simply the will of God.

1 - You actually know a lot less than many atheists and agnostics do about the Bible, Christianity, and church history - but still call yourself a Christian.



reposted from: Scribd
my: highlights / emphasis / key points / comments

Monday, March 12, 2007

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1986 Oxford Union Debate - Richard Dawkins, John Maynard Smith

The 1986 Oxford Union Debate between evolutionists Richard Dawkins and John Maynard Smith (Professor of Biology, University of Sussex) and creationists A. E. Wilder-Smith (Professor of Pharmacology and consultant) and Edgar Andrews (Materials Scientist & President of the Biblical Creation Society).

Nine Mp3 downloads totalling 4 hours debate.

reposted from: Richarddawkins.net
my: highlights / emphasis / key points / comments

How to teach a religion class

How to teach a religion class

Category: Religion
Posted on: March 11, 2007 5:00 PM, by PZ Myers

Scalzi makes an impractical, mocking suggestion (hey, isn't that all he does?) for how to teach comparative religion:

Incidentally, there's a simple solution to the problem of teaching the history and literature of religions in public schools without "accidentally" tipping over into, you know, proselytizing: Have atheists teach the classes. Yes, that will go over swell, I know. I'm just saying.

He's right, it would never fly, but I have a suggestion that might make it work. Two rules:

  1. The person teaching the course may not at any time or in any way, even indirectly, discuss his or her own religion.

  2. All discussion of any religion must be value-neutral, that is, you can't talk about what's "good" or "bad", just state the historical and doctrinal facts.

Since most teachers are going to be Christian, that means Christianity would get short shrift, which isn't appropriate…but the obvious solution there is to have guest lecturers. Invite the local Muslim or Buddhist in to summarize Christianity from his or her perspective. That alone, of course, would guarantee that the instructor couldn't be some raving fundie—imagine a David Paszkiewicz having to sit quietly at the back of the room while a Dawkins-like atheist or a Muslim like Keith Ellison explained Christianity to the class.

some Comments

A non-atheist teaching the course?

Won't work.

No religious person is ever going to bother learning much about any other reilgion, so the-one-and-true-faith gets the preferred treatment and the biggest share of time, and the few others considered will get short shrift. The vast number of religions the religious person is unaware of will be entirely omitted.


Posted by: Roy | March 11, 2007 05:45 PM

Okay, but only if the course is subtitled: a history of human credulity. Or maybe: comparative gullibility.

Truth in advertising.


Posted by: CalGeorge | March 11, 2007 05:46 PM

That could work, but I'm not sure value neutral is really fair. It could lead to unnecessary relativism.

At the higher education level, comparative religion is often taught by atheists, at least at the better schools. Various eastern "Divinity Schools" are known to be dense concentrations of atheists.

If you want to stay away from Christianity, Judaism, and Islam because they are major abrahamamic religions, way over done, and so on, one way to do this is to have a hindu teach the class, and compare all religions to Hinduism. There are enough Hindus around to make this work, and there are enough hindu gods to make the comparisons interesting.

The curriculum, to make it more interesting to the students, could be based on a popular theme such as kick boxing.

Compare and contrast: Vishnu vs. Moses in a Kick Boxing Match.

And so on.


Posted by: Greg Laden | March 11, 2007 05:10 PM

The person teaching the course may not at any time or in any way, even indirectly, discuss his or her own religion.

Don't forget, this means that it'll be up to some fundie to describe atheism. Likely to get ugly.

I don't think that the specific religious orientation of the lecturers is as important as their intellectual honesty and curiosity. And, rather than have the guest lecturers brought in to discuss religions with which they are probably unfamiliar, bring in actual adherents to the "other" religions. The balance will come from the fact that you'll see multiple points of view honestly and forthrightly presented. It'll be harder to imagine that all muslims are terrorist monsters if you've seen a calm, articulate muslim telling you about his religion. Plus, you'd get a chance for students to be exposed to a real, unapologetic atheist for once.

Running this sort of curriculum well would be challenging, but not impossible.


Posted by: jimBOB | March 11, 2007 06:21 PM

I agree with jimBOB. Having people talk about a faith/religious tradition that they haven't experienced when they actually *have* experienced another is a waste of resources. Since tolerance of other ideas would be a great goal for these kinds of classes, exposing students to real-life people of other faiths would help push that along. However, I think that the idea of guest lecturers (at least done consistently) is an idea that mostly works at the university level. I can see some parents complaining that a teacher doesn't actually do anything if s/he "just" brings in other people to teach the class (an argument I don't buy, but others could).


Posted by: Daisy | March 11, 2007 06:37 PM

Don't forget, this means that it'll be up to some fundie to describe atheism

Nope, because it's a Comparative Religion class, and atheism isn't a religion.


Posted by: QrazyQat | March 11, 2007 06:46 PM

I like the idea of guest speakers. The Religion class could have a different speaker each week with a sincere representative of a different religion (or denomination). The parade of equally sincere, yet disagreeing apologists would help students to appreciate varieties of religious conviction.

Posted by: Monado | March 11, 2007 06:54 PM

reposted from: Pharyngula
my: highlights / emphasis / key points / comments


Why intelligent people tend to be unhappy

clipped from: www.scribd.com

Happiness in intelligent people is the rarest thing I know.

- Ernest Hemingway, author and journalist, Nobel laureate (1899-1961)

Children develop along four streams: intellectual, physical, emotional (psychological) and social. In classrooms, the smartest kids tend to be left out of more activities by other children than they are included in. They are "odd," they are the geeks, they are social outsiders. In other words, they do not develop socially as well as they may develop intellectually or even physically where opportunities may exist for more progress.

Adults tend to believe that intelligent kids can deal with anything because they are intellectually superior. This inevitably includes situations where the intelligent kids have neither knowledge nor skills to support their experience. They go through the tough times alone. Adults don't understand that they need help and other kids don't want to associate with kids the social leaders say are outsiders.

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gorgeous landscape photography

As the sky begins to fall

Untitled

Hayshaw moor at dawn

View over Thruscross reservoir

Uig port at dawn

A heart of stone in a sea of loveless illusion

Untitled

Peaceful

Sunset

Scarasta Bay at dawn

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Teenage mood swing hormone found

Teenage mood swing hormone found
Harry Enfield as Kevin the teenager
Kevin the teenager is one of the most famous stroppy teenagers
Teenage mood swings are known to be down to hormones, but scientists claim they have identified the specific one that makes adolescents so volatile.

A team from the State University of New York identified a hormone which normally acts to calm anxiety, but the effect is reversed in adolescence.

Writing in Nature Neuroscience, the researchers say it may be possible to reverse the puberty effect.

And they add the study should help parents and teachers understand teens.

There is a biological basis for a teenager's mood swings
Dr Sheryl Smith

A hormone called THP is normally released in response to stress.

It usually behaves like a tranquiliser, acting at sites in the brain that calm brain activity and, in adults and pre-pubescent children, helps someone cope with stress.

But a mouse study by the New York team shows THP actually increases anxiety at puberty.

'Things are harder for teenagers'

They found that the target for the hormone, a specific receptor, is more prevalent in the part of the brain which regulates emotion during puberty.

This appears to reverse the normal calming effect.

Dr Sheryl Smith, who led the study says it is so far unclear why this happens, but she suggests it is because of the action of all the other hormones which come into play at puberty.

Dr Smith and her team were able to genetically alter the receptor to reverse the puberty effect.

She said it might also be possible to block the effect of the hormone.

But Dr Smith said more research was needed before that was possible, and a more immediate benefit of the research might be to help parents and teachers understand what teenagers were going through.

"This research has revealed that there is a biological basis for a teenager's mood swings.

"They can be frustrating for parents and teachers - as well as the adolescents.

"As adults, we just deal with things, but it is harder for teenagers because of their biology. I think it's important for people to know that."

reposted from: BBC
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Sunday, March 11, 2007

Understanding Evolution - Daniel Dennett Interview

Daniel Dennett videos

TheTech.org, Daniel Dennett

Thanks to Ben Hope for the links.

An interview with Daniel Dennett at the Future of Science Conference in Venice, Italy September 2006.

Part 1
What is it about Darwin's idea that is so dangerous?


Part 2
You've described the design of natural selection as "brilliant" but "mindless." Can you explain?


Part 3
How do you explain evolution to skeptics? How can you convince them? Can you?


Part 4
You said earlier that you think secular institutions are failing us? Do you include museums?


Part 5
In discussing your book, Breaking the Spell, you've said that part of what the book does is to "reveal how the magicians do their tricks" when it comes to organized religion. Can you elaborate?


Part 6
You've talked about teaching a course on World Religions in public schools. What do you think that would accomplish?



reposted from: richarddawkins

my: highlights / emphasis / key points / comments

A short history of Dark Energy

Edwin Hubble discovered in 1929 that the universe seems to be expanding
The tool the team would be using was a specific type of exploding star, or supernova, that reaches a roughly uniform brightness and so can serve as what astronomers call a standard candle
The rate of the expansion of the universe was not slowing down. Instead, it seemed to be speeding up.
Michael Turner
called this antigravitational force "dark energy."
Dark energy
does it change over time and space?
quintessence
Does it not change? In that case, they'll call it the cosmological constant, a version of the mathematical fudge factor that Einstein originally inserted into the equations for relativity
universe that is 22 percent dark matter, 74 percent dark energy and 4 percent the stuff of us
Take the observations of supernovae, apply the other cornerstone of 20th-century physics, quantum theory, and you get gibberish — you get an answer 120 orders of magnitude larger than .74
many universes?
10 raised to the power of 500
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A short history of Dark Matter


A history of the discovery of Dark Matter & Dark Energy

universe
is made of only 4 percent of the kind of matter we have always assumed it to be — the material that makes up you and me
The rest — 96 percent of the universe — is ... who knows?
In 1963
discovered a microwave signal that came from every direction of the heavens
might be the echo from the beginning of the universe, as predicted by the big-bang hypothesis
in the 1970s
our own Milky Way were spinning at such a rate that they should have long ago wobbled out of control, shredding apart, shedding stars in every direction
a halo of a hypothetical something else might be cocooning each galaxy, dwarfing each flat spiral disk of stars and gas at just the right mass ratio to keep it gravitationally intact
astronomers called this mystery mass "dark matter
The motions of galaxies don't make sense unless we infer the existence of dark matter
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A history of the discovery of Dark Matter & Dark Energy

Out There

by Richard Pannek

Weirdest Scientific Research

Weirdest Scientific Researches
Friday, February 16, 2007
From time to time some science researchers are trying to research some really weird stuffs.
Most weird is the publishers which publish that trash researches.

«Secret Life: Firsthand, Documented Accounts of UFO Abductions» (1992) Presented by J. Mack (Harvard Medical School) and D. Jacobs (Temple University).
Concluded that people who believe they were kidnapped by aliens from outer space, probably were, and that "the focus of the abduction is the production of children.
"
«The Relationship Among Height, Penile Length, and Foot Size» (1993)
Presented by J. Bain (Mt. Sinai Hospital, Toronto) and K. Siminoski (University of Alberta).
While comparing height, foot size and penile length, Bain said the relationship was minimal. "We found a weak correlation," he said and added this ratio should not be used by anyone to assess the size of a man's penis.

«Elucidation of Chemical Compounds Responsible for Foot Malodour» (1990)
Presented by F. Kanda and others five scientist (Shisedo Research Center, Yokohama).
It concluded that people who think they have foot odor do, and those who don't, don't.

«Navigation-Related Structural Change In the Hippocampi of Taxi Drivers» (2000)
E. Maguire, and others (University College London)
Presented evidence that the brains of London taxi drivers are more highly developed than those of their fellow citizens.



«Interim Report: Results of the National Demonstration Project To Reduce Violent Crime and Improve Governmental Effectiveness In Washington, D.C., June 7 to July 30, 1993» (1993)
Presented by J. Hagelin (Maharishi University and The Institute of Science, Technology and Public Policy).
Concluded that 4,000 trained meditators caused an 18 percent decrease in violent crime in Washington, D.C.

«Survey of Frog Odorous Secretions, Their Possible Functions and Phylogenetic Significance» (2004)
Presented by Benjamin Smith (University of Adelaide, Australia) and others.
It catalogs the peculiar odors produced by 131 different species of frogs when the frogs were feeling stressed.

«Blink-Free Photos, Guaranteed» (2006)
Presented by N. Svenson and P. Barnes (Australian Commonwealth Scientific and Research Organization)
It calculated the number of photographs you must take to (almost) ensure that nobody in a group photo will have their eyes closed.

«Transmission of Gonorrhea Through an Inflatable Doll» (1993)
Presented by E. Kleist (Nuuk, Greenland) and H. Moi (Oslo, Norway).

«A Man Who Pricked His Finger and Smelled Putrid for 5 Years» (1996)
Presented by C. Mills, M. Llewelyn, D. Kelly, and P/ Holt (Royal Gwent Hospital, Newport).

«Chicken Plucking as Measure of Tornado Wind Speed» (1975)
Presented by B. Vonnegut (State University of New York at Albany).

«Ultrasonic Velocity in Cheddar Cheese as Affected by Temperature» (2006)
Presented by A. Mulet, J. Benedito and J. Bon (Universidad Politécnica de Valencia, Spain) and C. Rosselló (Universitat de les Illes Balears).

«The Effect of Country Music on Suicide» (1992)
Presented by S. Stack (Wayne State University) and J. Gundlach (Auburn University).

«Chickens Prefer Beautiful Humans» (2002)
S. Ghirlanda, L. Jansson, and M. Enquist (Stockholm University)

«Demonstration of the Exponential Decay Law Using Beer Froth» (2002)
Presented by A. Leike (University of Munich)
Demonstrated that beer froth obeys the mathematical Law of Exponential Decay.


«Acute Management of the Zipper-Entrapped Penis» (1990)
Presented by J. F. Nolan, T. J. Stillwell, and J. P. Sands.
A quick, simple and non-traumatic approach to the zipper manipulation --the paper says-- is presented in which prepuce is instantly released by lateral compression of the zip fastener, using a pliers.

«Fragmentation of Rods by Cascading Cracks: Why Spaghetti Does Not Break in Half» (2006)
Presented by B. Audoly and S. Neukirch (Université Pierre et Marie Curie, Paris).
It explaines why, when you bend dry spaghetti, it often breaks into more than two pieces.

«Impact of Wet Underwear on Thermoregulatory Responses and Thermal Comfort in the Cold» (1994)
Presented by M. K. Bakkevig (Sintef Unimed in Trondheim, Norway) and R. Nielson (Technical University of Denmark).
Investigates the significance of wet underwear and compares any influence of fibre-type material and textile construction of underwear on thermoregulatory responses and thermal comfort of humans during rest in the cold. The tests showed that the thickness of the underwear has more of an influence on the thermoregulatory responses and thermal comfort, than the types of fibres tested.

«On Human Odour, Malaria Mosquitoes, and Limburger Cheese» (1996)
Presented by B. Knols
It shows that the female malaria mosquito Anopheles gambiae is attracted equally to the smell of limburger cheese and to the smell of human feet.

»Rectal Foreign Bodies: Case Reports and a Comprehensive Review of the World's Literature» (1986)
Presented by D. B. Busch and J. R. Starling (Wisconsin).
Includes reports of, among other items: seven light bulbs; a knife sharpener; two flashlights; a wire spring; a snuff box; an oil can with potato stopper; eleven different forms of fruits, vegetables and other foodstuffs; a jeweler's saw; a frozen pig's tail; a tin cup; a beer glass; and one patient's remarkable ensemble collection consisting of spectacles, a suitcase key, a tobacco pouch and a magazine.

«The Pitch Drop Experiment,» (1984)
Presented by J. Mainstone and the late T. Parnell (University of Queensland, Australia)
An experiment that began in the year 1927 -- in which a glob of congealed black tar has been slowly, slowly dripping through a funnel, at a rate of appro

reposted from: crazylinkz
my: highlights / emphasis / key points / comments

Weirdest Scientific Research - 2

Weird Science research
Weirdest Scientific Research
«The Relationship Among Height, Penile Length, and Foot Size» (1993)
Presented by J. Bain (Mt. Sinai Hospital, Toronto) and K. Siminoski (University of Alberta).
While comparing height, foot size and penile length, Bain said the relationship was minimal. "We found a weak correlation," he said and added this ratio should not be used by anyone to assess the size of a man's penis.
Elucidation of Chemical Compounds Responsible for Foot Malodour» (1990)
Presented by F. Kanda and others five scientist (Shisedo Research Center, Yokohama).
«Navigation-Related Structural Change In the Hippocampi of Taxi Drivers» (2000)
E. Maguire, and others (University College London)
Presented evidence that the brains of London taxi drivers are more highly developed than those of their fellow citizens.
Survey of Frog Odorous Secretions, Their Possible Functions and Phylogenetic Significance» (2004)
Presented by Benjamin Smith
University of Adelaide, Australia
131
frogs
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