The Ontario' school system has no imagination:
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Nipawin - November 8, 2000 - by: Mari deSantis and reviewed by James deSantis | |
fundamental creationists |
Last week, the Ontario school system dropped almost entirely the subject of evolution from |
the high school curriculum(1), and this move has been publicly criticized by journalists and | |
academicians. Journalist Margaret Wente has vented her disapproval about the repudiation | |
of Darwin's Origin of Species and felt that this repudiation by the Ontario school system is | |
more than a sinister plot of our fundamental creationists(2). Wente questions the literal | |
interpretation of the Bible and writes "The Bible says that the world was created by God, | |
and that Adam and Eve appeared promptly on Day 6." She also explains that the repudiation | |
of evolution is due to "the profound aversion of the school system to anything that smacks | |
of controversy." | |
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theory of living system |
There is a strong misunderstanding among the public in the fact, that in most instances, the |
biological evolution of life has been equated to Darwin's theory of evolution of natural | |
selection(3), a theory where life is depicted as a continuous struggle for the survival of the | |
fittest. The biological evolution of life has nothing to do with Darwin's at all(4), and in this | |
respect we can refer to the "theory of living systems(5)" where living is nothing else but the | |
expression of our 'mind' that is learning. And mind is not necessarily associated with brain | |
either, mind is associated with the concept of self-organization which is present in all living | |
things; and self-organization is not a gambling process, but a creative (or spiritual) process. | |
In the end, the theory of living system can reconcile science and religion, and provide a better | |
outlook on how to understand our society and related evolution to a better world(6). | |
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struggle for the survival of the fittest |
The school system is wrong in dismissing evolution all together from their curriculums, and |
as a consequence our students are left with a deep vacuum in their capacity to understand and | |
learn life; as students, they are going to believe that the world was created in six days, and | |
as adults they are going to believe that life is a struggle for the survival of the fittest. And | |
where is living and learning(7)? And where is the TRUTH? And as today we know "See It, | |
Imagine It -- It's the Same to Your Brain(8)," I ask: how are we supposed to learn | |
without imagination? | |
-------------References/Endnotes: | |
List of articles by Mario deSantis | |
Evolution dropped in Ontario schools. Special course only: Darwinism replaced by safe, 'value-neutral' topics, Tom Spears, October 30, 2000, Ottawa Citizen | |
Day, Darwin, darkness, Margaret Wente, November 2, 2000 The Globe and Mail, | |
What is Darwinism?, Phillip E. Johnson, November 1992, | |
Refer to this site for many sarcastic jokes on Darwinism. The site is managed by Wendy Northcutt, author of the book The Darwin Awards: Evolution in Action | |
THE THEORY OF LIVING SYSTEMS AND ORGANIZATIONAL CHANGES ARTICLE 3-A CONCISE DESCRIPTION OF THE THEORY OF LIVING SYSTEMS (Living Systems: Organization/Pattern, Structure, and Process/Cognition) By Mario deSantis, September 4, 1998 | |
THE THEORY OF LIVING SYSTEMS AND ORGANIZATIONAL CHANGES ARTICLE 4 -A CONCISE DESCRIPTION OF THE THEORY OF LIVING SYSTEMS (Living Systems: Principles of Organization and Building Sustainable Human Communities) By Mario deSantis, September 12, 1998 | |
Revisiting Maturana's Genius at Christmas 1999: Being human means languaging and emotioning, by Mario deSantis, December 22, 1999 | |
See It, Imagine It -- It's the Same to Your Brain, Wednesday November 1 4:11 PM ET, |