As for the formative processes of chert—well I guess the Genesis account is all we can go with. If only we could teach the controversy.
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Which controversy would that be?
The one you guys made up?
Oh.
No, I don't think we should teach things from people who just make things up.
Except in mythology class, with all the rest of the supposed truths.
Look, if we have to teach Genesis (which, by the way, WAS NEVER MEANT TO BE TAKEN ABSOLUTELY LITERALLY), then we need to allow equal time for the Hindus, the Wiccans, the pagans, etc.
Please do. It's a fantastic way to teach kids about pseudoscience and the scientific method with a real-life example of a theory that doesn't cut it. Folk science like this is something children are bound to run across throughout their lives, and it is important for them to know how to spot it and weed out the fiction from the fact.
So, yes. Let's teach them the controversy.
Everything in Genesis must be true...
Men have one less rib, guys lived for hundreds of years, human kind came from an incestuous relationship (supposedly), giants, talking snakes, t-rex ate plants and lived with humans, earth is 6000 years old...
I remember that verse from Genesis.
"And behold, the Lord God stilled the raging waters, and stars fell from the firmament, and his mighty voice declared that he created chert as a form of silica that contains microcrystalline quartz, and there was none of this formative process shit involved."
Sure, teach the controversy. In a political science class, since the controversy is political, not scientific.
I was taught Christianity, in Christianity Class (which later on turned into Religion Class and I was then taught about the other religions as well). I was also taught evolution, in Biology Class. Maybe that's why I never mixed the two things up...
Confused?
So were we! You can find all of this, and more, on Fundies Say the Darndest Things!
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