Archive for April, 2011

The separation problem

Wednesday, April 27th, 2011

I have listened inattentively to radio talk shows and call-ins for years. Don’t eat while listening, because they definitely are not good for digestion. They talk of degeneration in our culture and of how government is taking away our basic religious freedoms. Morality takes a backseat to economics. They are disturbing, because of how correct they are. I have mentally joined in on the complaining, even if I have not called in.
But in a democracy, who can we blame? No, I don’t think we need a push for more Christians involved in politics. Yes, we do need more, but that is hardly the core problem. A democratic society merely reflects the people, and Christian leaders can only do so much when society is going the other way.
We complain about how Thomas Jefferson is misrepresented today on the “separation of church and state” issue, and yet why has it only been a problem in the last 50 years? Maybe it’s because for the last 100 years we have separated God from our state of mind.
Does my Christian service begin and end with attending “services?” Does reading my Bible affect the way I live? Do I talk with Him as I walk through my day, or is that just for my “prayer time?” If not, then I deserve my government. Correction begins with deciding whether God is real in my own life.
No more separation.

Confidence in Science v. Confidence in Evolution

Monday, April 18th, 2011

I have to say something. Academic Freedom acts are happening to the chagrin of well-organized oppositions. By mid-February of this year the NCSE sounded the alarm that bills for the protection of teachers in relation to teaching balance in science controversy had already been proposed in seven separate state legislatures. Last week, HB368 passed in the Tennessee House by a vote of 70 to 28, hardly close, and opposition confesses that the identical Senate bill, SB368, will probably pass and be signed into law.
The fascinating thing is that the major groups in opposition to such legislature all claim to be protecting science, yet this bill and others like it only promote the teaching of more science, not less. The opposition constantly speaks of religion being snuck into the classroom, of Creationism and Intelligent Design, while the bills speak of helping students learn to think critically. The bills often contain specific paragraphs saying religious interpretations are expressly prohibited. They must say it because of the accusations of the opposition, not because of any suggestive wording in the bills themselves.
The more the opposition focuses on non-issues and objects to teaching critical thinking, the more suspect is their confidence in how scientific their positions really are.