<p>first to black penguin: um…the point is energy into matter. so there is no point in determining whether or not a medium was needed (like a physical sound), or in determining if a medium was there. And umm…i was NEVER against inorganic stuff changing into organic stuff. i was even questioned in post 890, page 45, i believe. so would you like to read before you post?</p>
<p>then to UCLAri: "The problem IDists and creationists don’t understand is that evolution has nothing to do with the creation of the universe. That’s a question for the metaphysicists. What science deals with is the observable. We have observed that speciation occurs. We know things evolve. What is so hard to accept about that?</p>
<p>ID is not a theory. It’s a bald-faced attempt to put theism into biological science."</p>
<p>what?</p>
<p>that is totally disrespectful. it just proves that you’ve been ignoring post 886, 887, 889 and a bunch of others. the ID proponents on this thread REALIZE that life forms have changed since the beginning of life, okay??? and so we said that there’s no point in proving evolution right on this thread , 'cause that simply isn’t relevant to ID. "BUT going from “life forms changed” to “inorganic stuff changing into living stuff” to “everything is a random process” to “there can’t be God”, THAT is going way over the line. some may not have this view of evolution on this thread; the point is that some science teachers do. Only when evolution over-extrapolates and touches religion (which science isn’t supposed to do; and so much for being “religiously neutral”) is there a contradiction between ID and evolution. If not, they are very weakly related, and proving evolution right doesn’t prove ID wrong.</p>
<p>So something needs to be done to the science classes to avoid all indirect messages of “there is no creator, no God” or more simply “atheism”. we could: “1.ensure all teachers get that message across clearly without any sarcasm nor attitude of “bush is making me do this”, or 2…forget about clearing up the misconception and just teach something to counter-balance it. I am more inclined to 2 (though it may not be as effective nor appropriate as 1), because i don’t really have confidence in 1 especially when personal political/religious beliefs collide there really isn’t a consistency in the messages every students will receive…” </p>
<p>excerpt from post 922, from post 886 and post 889. I have this feeling that you know a lot, and you are desperate to show it. You completely ignore what others have to say, even twisting the exact argument of the other side (life forms changing irrelevant to ID) to jump to your conclusion that ID is trash. again the point of this “is discussion, not simply standing by one’s position.” post 901. so please read more carefully next time!! -post 881</p>
<p>maybe i should just repeat it right here to all those who like to repeat the same arguments against ID (ummm…dogma, eh?):</p>
<p>“so please read more carefully next time!!”
“so please read more carefully next time!!”
“so please read more carefully next time!!”
“so please read more carefully next time!!”
“so please read more carefully next time!!”
…</p>
<p>driver, you think it’s time for another break??</p>