The History of Thought

"Begin challenging your own assumptions. Your assumptions are your windows on the world. Scrub them off every once in awhile, or the light won't come in." ~Alan Alda

Sunday, June 18, 2006

Canto alla vita -- Josh Groban

Dedicato a chi colpevole o innocente
perso in questo mare
si è arreso alla corrente
chi non è mai stato vincente?


Dedicato a chi ha sempre una speranza

davanti ad un dolore
nel freddo di una stanza

Dedicato a chi cerca la sua libertà


Canto alla vita
alla sua bellezza
ad ogni sua ferita
ogni sua bellezza

STRU.

I sing to life and to it's tragic beauty
To pain and to strife, but all that dances through me
The rise and the fall; i've lived through it all

Dedicato a chi l'ha sempre inaridita
come impossessato, uscita fra le dita
era sempre già finita


Canto alla vita
negli occhi tuoi riflessa
facile e infinita
terra a noi promessa

Canto alla vita
canto a dolce e fiera
a questo nostro viaggio
che ancora ci incatena

Ci chiama

Non dubitare mai
Non dubitare mai
Non lasciarla mai da sola
da sola
... ancora ...

Canto alla vita
alla sua bellezza

Canto alla vita
canto a dolce e fiera
a questo nostro viaggio
che ancora ci incatena

Ci chiama...

Dedicated to the one who guilty or innocent
lost in this sea
yielded to the stream
who didn't ever be a winner?

Dedicated to the one always keeping a hope

in front of a sorrow
in the cold of a room

Dedicated to the one searching his own freedom

I sing to life
to all its beauty
to every wound of it
to every caresse of it

INSTRUMENTAL

I sing to life, and to it's tragic beauty
To pain and to strife, but all that dances through me
The rise and the fall; i've lived through it all

Dedicated to the one who always made it dry
like possessed, slipped through fingers
it was always already over

I sing to life
reflected into your eyes
easy and endless
promised land for us

I sing to life
sweet and even fierce
to this journey of ours
which still puts us in chains

It call us...

Don't ever doubt
Don't ever doubt
Don't ever leave it alone
alone
... still ...

I sing to life
to all its beauty

I sing to life
sweet and even fierce
to this journey of ours
which still puts us in chains

It call us...

Tuesday, February 21, 2006

no one is alone -- into the woods by stephen sondheim

Cinderella:
Mother cannot guide you.
Now you're on your own.
Only me beside you.
Still, you're not alone.
No one is alone. Truly.
No one is alone.
Sometimes people leave you.
Halfway through the wood.
Others may decieve you.
You decide whats good.
You decide alone.
But no one is alone.
LRRH:
I wish..
Cinderella:
I know.
Mother isn't here now
Baker:
Wrong things, right things
Cinderella:
Who knows what she'd say?
Baker:
Who can say what's true?
Cinderella:
Nothings quite so clear now.
Baker:
Do things, fight things,
Cinderella:
Feel you've lost your way?
Baker:
You decide, but
Both:
You are not alone
Cinderella:
Believe me,
No one is alone
Baker:
No one is alone.
Believe me.
Cinderella:
Truly
Both:
You move just a finger,
Say the slightest word,
Somethings bound to linger
Be heard
Baker:
No acts alone.
Careful.
No one is alone.
Both:
People make mistakes.
Baker:
Fathers,
Cinderella:
Mothers,
Both:
People make mistakes,
Holding to their own,
Thinking their alone.
Cinderella:
Honor their mistakes

Cinderella:
Everybody makes

Baker:
Fight for their mistakes

Both:
One another's terrible mistakes.
Witches can be right, Giants can be good.
You decide what's right you decide what's good
Cinderella:
Just remember:
Baker:
[Echo] Just remember:
Both:
Someone is on your side
Jack, LRRH:
OUR side
Baker, Cinderella:
Our side--
Someone else is not
While we're seeing our side
Jack, LRRH:
Our side..
Baker, Cinderella:
Our side--
All:
Maybe we forgot: they are not alone.
No one is alone.
Cinderella:
Hard to see the light now.
Baker:
Just don't let it go
Both:
Things will come out right now.
We can make it so.
Someone is on your side-- [interrupted]

Sunday, February 12, 2006

Feb 2006 PF - Middle East Peace Affirmative

     The bloodshed within the Middle East is one that has been continuing for ages.  Each perspective has been fueled with a stern religious faith and unwillingness to compromise with the other.  However, this age-long battle has evolved with modern times.  Both sides are weary of fighting and have moved towards diplomacy.  But more importantly, both sides now realize and work for what matters: a pragmatic solution.  For this reason, we on the affirmative team stand firmly resolved: That the policy decisions of the current Israeli government toward the Palestinian State have improved prospects for peace in the Middle East.
     First, the current Israeli government has dramatically impacted the political landscape for its people.  Ever since its conception, Israel has had two approaches towards Palestine.  The left said, “We have to negotiate peace with the Palestinians,” and the right said, “There’s no one to talk to because they don’t want to make peace; they want to destroy us, so we stay in the occupied territories and try to integrate them into Israel.”  Both parties had their chance to prove their policies, yet both failed miserably.  One can hardly speak of the policy decisions of modern Israel and its successes without mentioning Ariel Sharon.  As Sharon came to power, he envisioned that neither approach would ever bring any resolution to any generation.  He realized the “Greater Israel” would never be attainable and saw that it was necessary to make concessions to the Palestinians.  Thus, he melded the two radically opposite views in the form of Kadima and presented Israelis with a new hope for a secure nation.  Furthermore, by forming Kadima, Sharon was able to insure that his legacies and policies would outlast his lifetime and continue into the future.
     Second, the actions taken by Israel have improved conditions for the proliferation of peace and will continue to do so.  This conflict of ages has been fueled by one thing: territory.  As Israel saw that the Palestinian Authority was in no position to negotiate an end to this conflict, they fell through with a plan of unilateral disengagement.  Not only did Israel withdraw from and concede the Gaza Strip to the Palestinians, but there have also been recent indications that the complete withdrawal from the West Bank is not far off.  In addition, the barrier created as a boundary for the West Bank has also been able to reduce terrorist attacks.  According to an article published in the Washington Post on January 6, 2006 entitled “A Calamity for Israel,” suicide bombings are down by 90 percent, dramatically decreasing the tensions and hostilities between the people.  In such policy decisions, Israel has been able to meet several requirements of President Bush’s Roadmap to Peace including the ending of terrorist attacks and realizing a two-state vision for Israel and Palestine.
Finally, the policy decisions of Israel and the potential of the new Palestinian government will continue to improve prospects for peace in the Middle East.  The status of Palestinian society can be summed up into one word: chaos.  The government is lined with corrupt politicians who were unable to do anything to better the living conditions of its people or to enforce any type of law and order.  Moreover, the government is vastly dependent upon international aid just to keep things going.  Hamas did not receive a victory in the recent elections because of its radical views but because of their promise to end corruption, bring about necessary reforms and improve the lives of its people.  In a letter written by Muhammad Abu Tir, the second highest ranking member of Hamas, he states that “Hamas wants peace.  We hate bloodshed and killing.  We don’t want to fight,” and that they are “for education, for social work, for establishing infrastructure, for health institutions.”  Hamas was elected democratically and will therefore act democratically for its people.  Peace for the future is possible.  Israeli policies will work when there’s a situation of peace.  Hamas will bring that.  
In the January 16, 2006 edition of Newsweek, Fareed Zakaria wrote, “The great obstacle to progress is no longer Israeli intentions but rather Palestinian capabilities.”  As many changes have yet to come, the future of this region seems uncertain.  However, two things can be guaranteed: the people are ready for peace and Israel will be ready when Palestine is ready.  For the reasons we have outlined, we urge an affirmative ballot on today’s resolution. Thank you.

Looking at a common example of Israel’s history, Egypt and Israel were both constantly at odds. But by their peace talks and continued cooperation with each other, they eventually ceased fire and made an agreement. This leads us to the very heart of the situation in the Middle East. A lot of the conflicts are between the Arabs and Jews. If Egypt and Israeli could work out peace, than so can the Palestinians and the Israelis. This can also be inferred looking at all of the Middle East. Progress starts with one event, and that one event pushes movement towards a new agenda. This agenda is of peace and continued prosperity between the nations of the Middle East.

Feb 2006 PF - Neg Case

PF | Con | Feb. 2006 Topic | Israel v. Palestine
     “A warless world will come as men develop warless hearts,” (Charles Wesley Burns). Ariel Sharon truly paved the way toward the development of peace between the Israeli and Palestinian people. However, with his recent medical circumstances, it is obvious that he will not be able to continue his plans, plans that have never been completely revealed. A clear successor with the ability to fill Sharon’s shoes is also far from available. It is for these reasons that my partner and I stand in opposition of the resolution before us today. Resolved: That the political decisions of current Israeli government toward the Palestinian state have improved prospects for peace in the Middle East.
     To begin with, my partner and I believe that Ariel Sharon has been the best thing that has happened to the progression towards peace between the Israeli and Palestinian people. Sharon looked at common trends among the Israeli people and followed them (Newsweek, “The Things That Have Not Changed,” Fareed Zakaria, Jan. 16, 2006). He has even gone to sacrificing Israeli property in the West Bank so that peace between the two peoples could be made more possible. However, now that Sharon is out of the picture, peace may be far from near. What happened in the past is all fine and well, but in order to look at current politics, we need to look into the future of the Israeli state and assess the possible positions the new administration will put forth. To do this we must look ahead at the possible candidates to take his spot as Prime Minister.
     There are five leading candidates for the position: Amir Peretz, Shimon peres, Ehud Olmert, Tzipi Livni, and Benjamin Netanyahu. Amir Peretz is a member of the Labor Party. He promises to produce a peace agreement in the next four years with the Palestinians. Shimon Peres is a former Labor leader who greatly supports Kadima and Sharon’s policies (Newsweek, “Lining Up at the Starting Gate,” Kevin Peraino et al, Jan. 16, 2006). Ehud Olmert is the Kadima party heir. He has made several public proposals of concessions to Palestinians that Sharon never dared give. Tzipi Livni is the justice minister of Israel. She supports the idea of territorial handovers as the only way to forestall the day when Arabs outnumber Jews in Israel. However, she draws the line at dismantling West Bank settlements and believes that Jerusalem should not be partitioned. Benjamin Netanyahu is the Likud Bloc leader. He protested the Gaza withdrawal and is against any concessions to the Palestinian state that take away from the Israeli people directly. So far, Olmert is the best candidate for the position because he is Sharon’s right-hand man. He knows a lot about Sharon’s goals and ideas for peace with the Palestinians. Looking at the parties that the candidates are associated with we can see who can create a more pragmatic approach towards peace. The Labor Party opposes unilateralism while the “Likud position remains a flat refusal to give up land, which the Israeli public thinks is implausible” (Newsweek, as previously cited). All of the candidates lack several of Sharon’s political characteristics. They lack his willingness to sacrifice some Israeli land to the Palestinians (versus all or none), his military history, and knowledge of the Israeli trends towards swift and logical plans for peace. It is because none of the candidates have all of these characteristics that my partner and I believe peace is not going to come any time soon for the two peoples.
     Another thing to consider is the fact that HAMAS has made its ways into the government. With HAMAS’s history for violence so great and extensive, people wonder what their motive is. They have made it quite clear, several times, that they will not stop the violence until their needs are met. This was followed up with a cry for no negations and swift justice to the Israeli nation. This troubles many people. What’s worse is that Benjamin Netanyahu, Likud Bloc leader, recently stated to CNN that releasing Israeli land to the Palestinians is not the way to go about bringing peace between the two peoples. This only causes more harm in the eyes of the Israeli and Palestinian people. This is not the pragmatic approach that the Israeli people think is so necessary to the future of their country and relations to Palestine.
     Because no clear or appropriate candidate can be assessed to replace Sharon as prime minister of Israel and that HAMAS is not prepared for further negotiations, my partner and I must stand in firm negation of today’s resolution. We believe that past legislation under Ariel Sharon has greatly improved prospects of peace in the Middle East. However, we do not believe that the new administration will be able to fill his shoes adequately enough to further this process as well as Sharon has. For these reasons, my partner and I can see nothing but a negative vote on today’s resolution. Thank you.

Feb 2006 PF - Definitions & Evidence

Definitions

  • Unilateralism (American Heritage Dictionary of the English Language, Fourth Edition): A tendency of nations to conduct their foreign affairs individualistically, characterized by minimal consultation and involvement with other nations, even their allies.

  • Unilateralism (WordNet 2.0, Princeton University): the doctrine that nations should conduct their foreign affairs individualistically without the advice or involvement of other nations

  • Pragmatism (American Heritage Dictionary of the English Language, Fourth Edition):

  • Philosophy. A movement consisting of varying but associated theories, originally developed by Charles S. Peirce and William James and distinguished by the doctrine that the meaning of an idea or a proposition lies in its observable practical consequences.

  • A practical, matter-of-fact way of approaching or assessing situations or of solving problems.

  • Pragmatism (The American Heritage Stedman’s Medical Dictionary): A way of approaching situations or solving problems that emphasizes practical applications and consequences.

  • Pragmatism (WordNet 2.0, Princeton University):

  • (philosophy) the doctrine that practical consequences are the criteria of knowledge and meaning and value.

  • 2: the attribute of accepting the facts of life and favoring practicality and literal truth [syn: realism].

  • Peace (American Hertiage Dictionary of the English Language, Fourth Edition):

  • The absence of war or other hostilities.

  • An agreement or a treaty to end hostilities.

  • Public security and order.

  • Free from strife.

  • Peace (Merriam-Webster’s Dictionary of Law):

  • a state of tranquillity or quiet

  • a state of security or order within a community provided for by law or custom <keeping the peace>

  • freedom from civil disturbance
Evidence
Newsweek | January 16, 2006
     “Heart of a Nation.” Kevin Peraino, Dan Ephron, and Jeffrey Batholet. Pg.28-36
     “Lining Up at the Starting Gate.” Pg.34-35
     “The Things That Have Not Changed.” Fareed Zakaria. Pg. 37
     “I’m Not Afraid.” Lally Weymouth. Pg. 38-39
Time | January 16, 2006
     “Troubled Soil.” Johanna McGeary (with Jamil Hamad, Aaron J. Klein, Eric Silver, and Elaine Shannon). Pg. 50-55
     “The Lonely Warrior.” Lisa Beyer (with Aaron J. Klein and Douglas Waller). Pg. The Gazette | January 25, 2006
     “Olmert: West Bank not worth trouble.” Knight Ridder Newspapers.
     “Palestinians smash border wall in protest.” The Washington Post.
     “Under Sharon’s leadership, Israel chose a ‘third way’.” Charles Krauthammer, syndicated columnist. Washington Post.
The Economist | January 7, 2006
     “After Sharon.”
     “What comes next?”



Charles Sanders Peirce (pronounced , lived September 10, 1839April 19, 1914) was an American logician, philosopher, scientist, and mathematician.
He is considered to be the founder of pragmatism and the father of modern semiotics. In recent decades, his thought has enjoyed renewed appreciation. At present, he is widely regarded as an innovator in many fields, especially the methodology of research and the philosophy of science.
Peirce's philosophy
Founder of pragmatism (according to William James), and unlike some later pragmatists such as James and John Dewey, Peirce conceived of pragmatism primarily as a method for the clarification of ideas, which involved applying the methods of science to philosophical issues. Pragmatism has been regarded as a distinctively American philosophy.
William James (January 11, 1842, New York - August 26, 1910, Chocorua, New Hampshire). William James was born in New York, son of Henry James, Sr., an independently wealthy and notoriously eccentric Swedenborgian theologian well acquainted with the literary and intellectual elites of his day. The intellectual brilliance of the James family milieu and the remarkable epistolary talents of several of its members have, since the 1930s, made it a subject of continuing interest to historians, biographers, and critics.

Epistemology
James defined truth as that which works in the way of belief. "True ideas lead us into useful verbal and conceptual quarters as well as directly up to useful sensible termini. They lead to consistency, stability and flowing human intercourse" but "all true processes must lead to the face of directly verifying sensible experiences somewhere," he wrote.
Pragmatism as a view of the meaning of truth is considered obsolete in contemporary philosophy, because the predominant trend of thinking in the years since James' death (1910) has been toward non-epistemic definitions of truth, i.e. definitions that don't make truth dependent upon the warrant of a belief. A contemporary philosopher or logician will often be found explaining that the statement "the book is on the table" is true if and only if the book is on the table.
In What Pragmatism Means, James writes that the central point of his own doctrine of truth is, in brief, that "truth is one species of good, and not, as is usually supposed, a category distinct from good, and coordinate with it. Truth is the name of whatever proves itself to be good in the way of belief, and good, too, for definite, assignable reasons." Richard Rorty claims that James did not mean to give a theory of truth with this statement, and that we should not regard it as such; however, James does phrase it as the "central point" of the pragmatist doctrine of truth.
Pragmatism is a philosophy that insists on consequences, utility and practicality as vital components of meaning and truth.
Pragmatism objects to the view that human concepts and intellect represent reality, and therefore stands in opposition to both formalist and rationalist schools of philosophy. Thus, in contrast to positivism and apriorism, pragmatism holds that it is only in the struggle of intelligent organisms with the surrounding environment that theories acquire significance, and only with a theory's success in this struggle that it becomes true. Pragmatism does not hold, however, that just anything that is useful or practical should be regarded as true, or anything that helps us to survive merely in the short-term; pragmatists argue that what should be taken as true is that which most contributes to the most human good over the longest course. In practice, this means that for pragmatists, theoretical claims should be tied to verification practices--i.e., that one should be able to make predictions and test them--and that ultimately the needs of humankind should guide the path of human inquiry.
Pragmatism originated in the United States in the late 1800s.
Like any philosophical movement, the nature and content of pragmatism is a subject of considerable debate, whether it is one of exegesis (determining what the original pragmatists thought it was) or subtantive philosophical theory (what is the most defensible theory that satisfies certain goals). The term pragmatism was first used by William James, who attributed the doctrine to Charles Sanders Peirce. Peirce later went on to disavow the term in favour of pragmaticism, in order to distinguish his views from those of James and the other major pragmatist thinker, John Dewey. Peirce and James were colleagues at Harvard in the 1870s, and were members of the same 'metaphysical club' or philosophical discussion group (for an excellent account of which, see the Pulitzer Prize-winning book by Louis Menand). Dewey was educated in Vermont but is most commonly associated with the University of Chicago, though he also taught at Michigan and Columbia, and briefly at the University of Minnesota.
What is common to all three thinkers' philosophy - and with other loosely affiliated thinkers such as Oliver Wendell Holmes - is a broad emphasis on the primacy of the practical over the theoretical in inquiry in general (particularly philosophical inquiry). One famous aspect of this view is Peirce's insistence that contrary to Descartes' famous and influential method in the Meditations on First Philosophy, doubt cannot be feigned or created for the purpose of conducting philosophical inquiry. Doubt, like belief, requires justification, that is, it arises from confrontation with some specific recalcitrant matter of fact (from what Dewey called a 'situation'), which unsettles our belief in some specific proposition. Inquiry is then the rationally self-controlled process of attempting to return to a settled state of belief about that proposition.
Hilary Putnam (a contemporary or 'neo' pragmatist) has characterised pragmatism in terms of these and other themes: (1) the primacy of practice, (2) the collapse of any broad-ranging fact/value dichotomy, (3) antiscepticism (or the view that sceptical doubt, like any doubt, requires justification in order to be genuine) and (4) fallibilism: there is never an absolute or metaphysical guarantee that a given belief is true and will never, therefore, be revised. Indeed Putnam goes on to suggest that the reconciliation of (3) and (4) is the central claim of American pragmatism.
Perhaps the most notorious pragmatist view - its theory of truth - appears frequently in James' work, but occupies a much smaller portion of the work of Peirce and Dewey. This theory is often caricatured in contemporary literature as the view that 'truth is what works', or that any idea that has practical utility is true. In reality the theory is a great deal more subtle, and bears a striking resemblance to better-respected contemporary views, particularly Crispin Wright's 'superassertibility' (see his book 'Truth & Objectivity').
History
A useful general account of pragmatism's origins during the late 19th and early 20th centuries is Louis Menand's The Metaphysical Club. According to Menand, pragmatism took form largely in response to the work of Charles Darwin (evolution, ongoing process, and a non-epistemological view of history), statistics (the recognition of the role of randomness in the unfolding of events, and of the presence of regularity within randomness), American democracy (values of pluralism and consensus applied to knowledge as well as politics), and in particular the American Civil War (a rejection of the sort of absolutizing or dualizing claims [i.e., to Truth] that provide the philosophical underpinnings of war).
Some scholars have noted a similarity between pragmatism and some elements in Buddhist philosophical thought, see Buddhism. William James himself noticed the similarity, writing in The Varieties of Religious Experience that "I am ignorant of Buddhism and speak under correction ... but as I apprehend the Buddhistic doctrine of Karma, I agree in principle with that."
James defined truth as that which works in the way of belief. "True ideas lead us into useful verbal and conceptual quarters as well as directly up to useful sensible termini. They lead to consistency, stability and flowing human intercourse" but "all true processes must lead to the face of directly verifying sensible experiences somewhere," he wrote.
Pragmatism as a view of the meaning of truth is considered obsolete by many in contemporary philosophy, because the predominant trend of thinking in the years since James' death (1910) has been toward non-epistemic definitions of truth, i.e. definitions that don't make truth dependent upon the warrant of a belief. A contemporary philosopher or logician will often be found explaining that the statement "the book is on the table" is true if and only if the book is on the table.
In What Pragmatism Means, James writes that the central point of his own doctrine of truth is, in brief, that "truth is one species of good, and not, as is usually supposed, a category distinct from good, and coordinate with it. Truth is the name of whatever proves itself to be good in the way of belief, and good, too, for definite, assignable reasons." Richard Rorty claims that James did not mean to give a theory of truth with this statement, and that we should not regard it as such. James seems to say incompatible things about truth. In addition to truth being what is good in the way of belief, he also says truth is correspondence with reality, or 'the facts'. But this may be interpreted as viewing the property of truth as correspondence with reality while maintaining that the concept of truth is whatever is good in the way of belief. True to pragmatist spirit, he never purported to be providing the necessary and sufficient conditions for truth.
Cash Value
From William James's Pragmatism 1981; ISBN 0915145057; from the Introduction by Bruce Kuklick p.xiv.
James went on to apply the pragmatic method to the epistemological problem of truth. He would seek the meaning of 'true' by examining how the idea functioned in our lives. A belief was true, he said, if in the long run it worked for all of us, and guided us expeditiously through our semihospitable world. James was anxious to uncover what true beliefs amounted to in human life, what their "Cash Value" was, what consequences they led to. A belief was not a mental entity which somehow mysteriously corresponded to an external reality if the belief were true. Beliefs were ways of acting with reference to a precarious environment, and to say they were true was to say they guided us satifactorily in this environment. In this sense the pragmatic theory of truth applied Darwinian ideas in philosophy; it made survival the test of intellectual as well as biological fitness. If what was true was what worked, then scientific investigate religion's claim to truth in the same manner. The enduring quality of religious beliefs throughout recorded history and in all cultures gave indirect support for the view that such beliefs worked. James also argued directly that such beliefs were satisfying—they enabled us to lead fuller, richer lives and were more viable than their alternatives. Religious beliefs were expedient in human existence, just as scientific beliefs were.

Monday, January 09, 2006

ID in public high schools: no

Public Forum | January 2006 | Affirmative | ID

Resolved: In the United States, public high school science curriculum should include the study of the Theory of Intelligent Design.

“Science is built up of facts, as a house is built of stones; but an accumulation of facts is no more science than a heap of stones is a house” (Henri Poincaré, Science and Hypothesis, 1905). If M. Poincaré was right in anything, it was simply that. A mass of information does not constitute a fluid and consistent idea. It is because Americans are not educated about intelligent design that my partner and I stand in firm affirmation of the resolution before us today. Resolved: In the United States, public high school science curriculum should include the study of the Theory of Intelligent Design. Supporters and opponents of intelligent design in classrooms put a lot of information into the hands of US citizens. However, a lot of this information is either not accessed or misconstrued. Teaching intelligent design in science classes will provide for a better-rounded population. Intelligent design is also backed by the scientific community.
First, teaching intelligent design in classrooms would give a broader perspective to high school students, a broader perspective that is needed to put forth well-rounded individuals into our future society. As much as people would like to keep intelligent design out of science classrooms, it has a just place there. Intelligent design often fills the gaps that scientists have not yet filled with experimentation or like hypotheses. Steve Renner of IDEA (Intelligent Design and Evolution Awareness) wrote: “Something has been intelligently designed when it is the end product of a thoughtful process that had that product in mind. In other words, intelligent design originates in a mind.” This shows that intelligent design is of a creator of some sort with an amount of intelligence.
Second, there is a lot of merit in teaching intelligent design in a science classroom because scientists support intelligent design. Several big names in the scientific community support the idea of intelligent design: Henry Schaefer (quantum chemist at the University of Georgia, a Nobel prize nominee and recipient of prestigious scientific awards), Michael Behe (Biochemist of Lehigh University), Scott Minnich (microbiologist of University of Idaho), William Dembski (mathematician of Baylor University), John G. West (associate director of the center for science and culture at the discovery institute). John G. West also stated this summer that “the fact is that a significant number of scientists are extremely skeptical that Darwinian evolution can explain the origins of life. We expect that as scientists engage in the wider debate over materialist evolutionary theories, this list will continue to grow, and grow at an even more rapid pace than we’ve seen this past year” (Paul M. Weyrich, American Daily,  December 6, 2005). Because there is debate over evolution and intelligent design, new theories are being created and tested. It is because intelligent design and evolution being presented side-by-side that we are able to come closer and closer to a form of truth in these debates. Therefore, teaching intelligent design in schools is beneficial to the scientific community because it challenges current beliefs and allows for people to create more theories and hypotheses for testing. This stimulates academic curiosities and provides for the growth of the scientific community.
Finally, we don’t know whose side is correct. The only thing we can do is lay all the information on the table and let people decide for themselves. By giving students the opportunity to formulate their own beliefs and opinions on intelligent design and evolution, we stimulate academic growth as well as increase the chances of some truth being found within the debates of today. Is this not the goal of educating our youth, to provide the tools needed to be a successful citizen?
Because the teaching of intelligent design in science classes will stimulate academic pursuit in science and it has the backing of the scientific community, my partner and I stand in firm affirmation of the resolution before us today. Resolved: In the United States, public high school science curriculum should include the study of the theory of intelligent design. Thank you.

ID in US science classes: yes

Public Forum | 2006 | Negative | ID
     “There is strong public support for teaching Darwin's theory critically. For example, a 2001 Zogby Poll found that 71 percent of Americans agree that ‘biology teachers should teach Darwin's theory of evolution but also the scientific evidence against it.’” This was written for the CQ Researcher by Representative Mark E. Sounder in July 2005. Really, at the face of it, the Representative makes good sense. Scientific theories on creation and evolution should be taught with a critical view, because science is self improving. After all, nothing is infallible. However, to jump from teaching a valid scientific theory with a critical viewpoint to teaching a completely theological notion that is at best a scientific hypothesis is incredibly absurd. This is why my partner I can see nothing but a negative vote on the resolution before us today. Resolved: In the United States, public high school science curriculum should include the study of the Theory of Intelligent Design.
To begin we would simply like to put forth that intelligent design is not a scientific theory, and should not be taught in a science curriculum. The three main basics of a scientific theory are, 1) it must be widely accepted and based upon several sources of evidence, 2) It must be falsifiable and dynamic, able to change based upon research and experimentation, and 3) it must provide testable predictions about the phenomena that it wishes to explain. This definition was obtained from the Encyclopedia Britannica online edition. Frankly, intelligent design doesn’t meet any of those criteria. It is not based upon solid sources of evidence. It cannot be proven, disproven, or changed based upon research or experiments, and it cannot provide testable predictions about the creation of the universe, the phenomena it wishes to explain. There is simply no way to argue intelligent design as a scientific theory. Says Alan Leshner, the CEO for the American Association for the Advancement of the Sciences in July 2005, “But advocates of intelligent design, while seeking to cloak themselves in the language of science, have yet to propose testable hypotheses that can be subjected to the methods of experimental science. Intelligent design presupposes that an intelligent, supernatural agent is responsible for biological structures and processes deemed to be ‘irreducibly complex.’ But whether such an intelligent designer exists is a matter of belief or faith, not science.” The simple fact of the matter is that intelligent design is still a matter of faith, and cannot be dressed up and pretended to be science. The fact that it can be an alternative to the acceptance of the Darwinian Theory of Evolution is not grounds for inclusion in the realm of science. It’s like the belief in “intelligent falling”- the belief that things don’t fall to the ground because of gravity, but because of an intelligent force pushing them down. This isn’t a valid scientific theory, and neither is intelligent design. Therefore, it should not be taught in the science curriculum. It would be like an English teacher one day telling her students to pull out their calculators, because it was the day set aside for math.
     Our second point is that teaching intelligent design in a science classroom would be doing the students a disservice, as well as the idea itself. It will not serve to better educate them, and will in fact bring more harm then good. To set about teaching intelligent design, there are two basic ways that it can be worked into an evolutionary curriculum. The teacher can briefly mention that intelligent design is another way to explain the existence of the earth and all things, taking about 14 seconds to complete a vague, indescript explanation of a hugely complicated topic. Now the former method is similar to a teacher saying, “Class, today we’re going to learn math,” holding up a picture of the number two, and moving on. The latter method is a better one to use. Because no science teacher is that adept at teaching an area of their subject, they would soon feel the need to explain the idea in more detail. Soon, the entire science curriculum will give way towards teaching intelligent design, and no student will be able to do physics or chemistry, but they’ll sure have a good grasp of intelligent design. Destroying an entire science course for something that isn’t really science is something that schools today simply don’t have time or money for.
     This leads us to our final point: cost. Everything has a cost, sometimes a trivial portion of the benefits that can be made. But the cost for a science class to teach something that isn’t science, and that isn’t helpful, is simply too great for the “benefits” that the affirmative is proposing. Think of it. Books to reprint, teachers to train and retrain, lesson plans to be changed. The schools will end up bearing the brunt of this cost.  Our government simply cannot provide the funds needed to accomplish all of these things. There is no funding for forcing a science program to include something that isn’t science, that isn’t beneficial, and that doesn’t need to be included.
     Judge, intelligent design is not something that is part of the realm of science. It is cannot be done justice in the amount of time that science teachers will have to spend on the subject. The government and our schools simply do not have the funding needed to accomplish a project of this scale. Therefore, my partner and I can see nothing but a negative ballot in today’s debate. Thank you.

Sunday, January 08, 2006

Arirang -- Korean Folk Song

Verse 1 (w/ refrain)
아리랑, 아리랑, 아라리요...
아리랑 고개로 넘어간다.
나를 버리고 가시는 님은
십리도 못가서 발병난다.

Arirang, Arirang, Arariyo...
Arirang gogaero neomeoganda.
Nareul beorigo gasineun nimeun
Simnido motgaseo balbyeongnanda.

Arirang, Arirang, Arariyo...
I am crossing over Arirang Pass.
The man/woman who abandoned me [here]
Will not walk even ten li before his/her feet hurt.

Verse 2 (w/o refrain)
청청하늘엔 별도 많고
우리네 가슴엔 꿈도 많다

Cheongcheonghaneuren byeoldo manko
Urine gaseumen kkumdo manta

Just as there are many stars in the sky,
There are also many sorrows in my heart.

Verse 3 (w/o refrain)
저기 저 산이 백두산이라지
동지 섣달에도 꽃만 핀다

Jeogi jeo sani Baekdusaniraji
Dongji seotdaredo kkonman pinda

There, over there that mountain is Baekdusan,
Where, even to the last days of winter, flowers bloom.

Thursday, November 24, 2005

disarm -- smashing pumpkins

Disarm you with a smile
And cut you like you want me to
Cut that little child
Inside of me and such a part of you
Ooh, the years burn

I used to be a little boy
So old in my shoes
And what I choose is my choice
What's a boy supposed to do?
The killer in me is the killer in you
My love
I send this smile over to you

Disarm you with a smile
And leave you like they left me here
To wither in denial
The bitterness of one who's left alone
Ooh, the years burn
Ooh, the years burn, burn, burn

I used to be a little boy
So old in my shoes
And what I choose is my voice
What's a boy supposed to do?
The killer in me is the killer in you
My love
I send this smile over to you

The killer in me is the killer in you
Send this smile over to you
The killer in me is the killer in you
Send this smile over to you
The killer in me is the killer in you
Send this smile over to you

Friday, October 28, 2005

Altar Boyz -- Calling

[Matt]
Looking outside of my window
Watching the world passing by
Feeling so terribly lonely
Wanting to sit down and cry

Suddenly I felt a presence
Ending my deep dark fears
There was this heavenly sound
Of something ringing in my ears

Jesus called me on my cell phone(Jesus called me on my cell phone)
No roaming charges were incurred (ooooo)
He told me that I should go out in the world
And (ahh) spread His glorious word (word)

[Mark]
Walking the streets of the city
Feeling such feelings of strife
Leaving my friends all behind me
Running away from my life

Suddenly I felt a presence
I got a second chance
There was this vibrating feeling
On the belt-loop of my pants

Jesus paged me on my beeper (Jesus paged me on my beeper)
He called from Heaven up above (ooooo)
He said I should go to the ends of the Earth (ahhh)
And spread His glorious love (love)
OOohOooOh

[Abe]
I’m losing your signal, Lord
Can you try your call again?
Please Lord, I’m a losing ya
I’m a going in a tunnel and I can’t see the light!

[All]
Jesus

[Luke]
Called me on my cell phone (dialing his Nokia He called me on the phone)
The clearest voice I ever heard yeah

He beeped me! (He beeped me)
He faxed me! (He faxed me)
He emailed my soul!

And said (and said)
Till the day I'm dead (till the day I’m dead)
That I must spread His glorious word. (word)
oooooooo