That, in a nutshell, is a summary of the motivation behind what forms proposed agenda for the first part of the new year. I state this here in black and white just in case anyone had any remaining doubts about my motivation or my personal agenda.
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Tags: Charles Darwin, Cognition, Creation, Critical Thinking, Darwinian Mythology, Darwinian Myths, Darwinism, Darwinist, Darwinists, energy conservation, Epistemology, Every Sunday, Indoctrination, Intelligent design, Laws of science, Methodological Naturalism, Philosophy, Philosophy of science, Physical law, Relativism, Religion/Belief, Science, Scientific method, Scientific theory, Secular Humanism, Social Darwinism, Supernatural, Theory, Thermodynamics, Werner Gitt Ph, World view
FACT 1: Countless very specific and accurate scientific facts do not reflect Darwinian interpretations.
FACT 2: Countless very specific and accurate points of logic do not reflect Darwinian interpretations.
FACT 3: Many Darwinian interpretations do not agree with many other Darwinian interpretations and are often contradictory or in conflict.
FACT 4: Darwinists resort to threats, ridicule, legal maneuverings, fraud, and excommunication to counter arguments against Darwinism.
CONCLUSION: Darwinists practice censorship to avoid debate that would reveal their theories to be scientifically baseless and logically fallacious.
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Tags: Anthropology, Australopithecus, Australopithecus afarensis, Charles Darwin, Cognition, Creation, Creationism, Critical Thinking, Darwinian Mythology, Darwinian Myths, Darwinism, Darwinist, Darwinists, Donald C. Johanson, Donald Johanson, Epistemology, Human evolution, Icons of Evolution, Indoctrination, Intelligent design, Lucy, Methodological Naturalism, Owen Lovejoy, Paleoanthropology, Paleontology, Philosophy, Philosophy of science, Relativism, Religion/Belief, Science, Secular Humanism, Social Darwinism, Transitional fossil, World view
FACT 1: Accurate renditions of actual finds and scientific facts do not reflect Darwinian interpretations.
FACT 2: Misleading renditions in museums and school textbooks amount to indoctrination, not valid information.
CONCLUSION: Darwinists create misleading pictures and icons in textbooks and museums to support their fallacious theories over actual evidence.
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Tags: Anthropology, Australopithecus, Australopithecus afarensis, Charles Darwin, Cognition, Creation, Creationism, Critical Thinking, Darwinian Mythology, Darwinian Myths, Darwinism, Darwinist, Darwinists, Donald C. Johanson, Donald Johanson, Epistemology, Human evolution, Icons of Evolution, Indoctrination, Intelligent design, Lucy, Methodological Naturalism, Owen Lovejoy, Paleoanthropology, Paleontology, Philosophy, Philosophy of science, Relativism, Religion/Belief, Science, Secular Humanism, Social Darwinism, Transitional fossil, World view
In the course of our discussing it, we discussed the fact that God has placed the husband as the head of the family. Gregg said, “I am responsible for my choices. If I make a bad decision, God is going to say to me, ‘Why did you make this bad decision?’ If I seek your counsel and take your advice, God is not going to say to you, ‘Why did you give bad advice?’ God is going to say to me, ‘Why did you make this bad decision?’”
Tags: Bible, Biblical manhood, Biblical womanhood, Book of Job, Book of Proverbs, Christian, Christian Belief, Christian Faith, Christian prayer, Cognition, counsel, David, Holy matrimony, Israel, Ketuvim, king, Literature, Love, Marriage, Power of a Praying Wife, Prayer, Proverbs, Religion/Belief, Stormie Omartian, Wisdom, wise counsel
Posted by Hallee on Nov 12, 2009 in
Critical Thinking,
homeschooling We believe that Critical Thinking is a mental toolbox containing a number of thinking tools. We intend to teach our children how to use all those tools. One of those tools is the ability to discriminate; specifically meaning the ability to discriminate between a fact, an opinion, an assumption, or an inference.
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Tags: Argument, Argumentation theory, Arguments, Attacking Faulty Reasoning, Cognition, conclusion, Conflation, Critical Thinking, Deduction, Discriminating, Education, Epistemology, Fact, Fallacies of Darwinism, Fallacy, Formal fallacy, important tool, Inference, Information, Knowledge, Laws of thought, Learning, Loaded question, Logic, Logical fallacies, Objections to evolution, Philosophy, Problem solving, Reasoning, Religion/Belief, Slippery slope, Thought
Posted by Hallee on Nov 4, 2009 in
Critical Thinking,
homeschooling A great deal of the content of this website is dedicated to information pertaining to physical and spiritual needs. Hopefully, that provides some insight into how we, as parents, meet the needs of our children in those two very often overlooked areas. Keeping things in balance, we wanted to offer some insight into the most overlooked area, that being how we choose to meet their intellectual needs, as well.
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Tags: Argument, Argumentation theory, Arguments, Attacking Faulty Reasoning, Cognition, conclusion, Conflation, Critical Thinking, Culture, Deduction, Discriminating, Education, Education reform, Educational psychology, Fallacies, Fallacies of Darwinism, Fallacy, Formal fallacy, Information, John R. Chambers, Laws of thought, Learning, Loaded question, Logic, Logical fallacies, Michael Scriven, Objections to evolution, Philosophy, Reasoning, Religion/Belief, Richard Paul, Robert H. Ennis, Skill, Slippery slope, Socratic questioning, Synthesizing, Thinking tools, Thought, University of Illinois
