Intelligent Design

Intelligent Design is not a theory:

“A requirement of science is that it makes certain predictions that are tested in a laboratory.” U.S. geologist Robert Hazen, “A further requirement is that it does not rely on supernatural or miraculous process.”

The primary cases, which promotes intelligent design, that life and the universe have systems that are so complex they can only be explained by a Creator are. The essence of this theory is not completely verifiable. The only test that is rising, if we can not scientifically explain complex systems so they must have developed a form of intelligence.

When it was developed by a “creator” of an entity or person, it is God or an alien monster huge spaghetti, and then we went to test without it. The protocol for implicit test is to drop and stop the search because the answers are hard to explain to the question.

This conclusion brings me to the “growing problem” that intelligent design is just a symptom.

Why not continue this theory on public education push is irresponsible:

Although these attitudes and responses will not be acceptable they are to draw attention to the important issues in public education.
The problems that we in our schools is the decline in the quality of education our children receive today. The whole history of our country was on the basis that the children had built a better life than their parents.

This resulted in:

The child would have a better education than the parents.

The child would have better care than the parents.

The child had a job better and safer than the parents.

The child would have a nicer home than parents.

etc. ..

These things are not true of this generation who graduate from our high schools today.

The whole concept of the “No Child Left Behind” is false and misleading at best. The children are now trained to a test to pass measures of progress. The bar for progress will only be reduced in order to preserve the appearance was that of improving children when they were not in reality.

It is only recently that applications have been met for more rigorous testing in Texas. The TAKS test was complicated by the fact in recent years, and therefore we can see where the quality of education was really heading.

According to an article in the Dallas Morning News 15 December 2005:

The Texas Education Agency identified left to 821 locations across the state Thursday, where the students entitled to if their parents are unhappy be. That’s almost double the number of campus last year – 420

…

Annual state academic performance scores in August, the number of “academically unacceptable” schools nearly quadrupled this year was bad, based on TAKS scores. A handful of factors for test scores and lower academic ratings below, including students had more correct answers, and were cited for the first time, were the test results of students’ total included in the rate of passage.

Many students had difficulties with the sections of the review of science and mathematics, although only a minority of students – 25 percent in science and math than 35 percent – were required before these items to consider for their school scientifically acceptable.

If what we see is true, then the idea to continue to reduce the quality of education, especially in the sciences is not only irresponsible, it is immoral.

According to an article in Discover magazine January 2006:

U.S. student performance in middle school and secondary mathematics and science tests is below the international average of 38 countries. Even U.S. advanced mathematics and physics students tested score almost dead last among students in 20 countries, the panel reported. Since 1990, the number of bachelor’s degrees in engineering has declined by 8 percent, in math, 20 percent. While 32 percent of U.S. graduates with degrees in science and technology, and sales in China by 59 percent. Fewer students means less research.

Science Watch, a review of the indicators of Sciences web tool indispensable research found a decrease in the representation of the world from the U.S. published scientific literature, from 38.5 percent in 1990 to 33.3 percent in 2004. Meanwhile, the share of Asia-Pacific, and “probably bigger than the United States in six or seven.” These decreases are reflected in the business of science, the National Academies reported that the U.S. share of global high-tech exports in the last two decades, fell 30-17 percent and the share of manufactured goods increased by + $ 33 billion in 1990 to -24,000,000,000 in 2004.