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#91 | |
Literacy = Understanding
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Sadly, if the standard were the New Testament, no one could truly ever be called educated based on your criterion because there are so many variations and interpretations of the New Testament, it is impossible to know which is truly the authentic word of God. The New Testament is much like the child's game of telephone -- it depends who heard it, who wrote, and who interpreted it. Even the committee members who finally came to compromise on the King James version had to come to compromise. Seems to me that the word of God is not subject to compromise so that if interpretive compromises had to be made, they cannot be the word of God; they are the word of the interpreters. Of course there is the belief, which has as much validity as any of those espoused by organized religion, that religion is simply the opiate of mankind. |
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#92 | |
Guru
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![]() Ignorance and stupidity know no bounds. At least most of the original Talibans live up in primitive almost medieval conditions (e.g. no access to TV, internet, education, no democracy, etc.). Now Texas I gather is a bit more advanced. So what is your excuse? Last edited by m-reader; 09-24-2010 at 06:51 AM. |
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#93 | |
Chocolate Grasshopper ...
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Wow. I could not have put it better. Presumably none of the group around Jesus ever kept diaries, so at what stage did the oral tradition become writing, and in that time-line how much of what was remembered is really what happened. And then one has to consider the different interpretations placed onto available scrolls (etc) by individual popes, and one definitely wonders how much of the original can remain untouched. It may be the Word of God, but how many editors and sub-editors and copyists had their opportunities to adjust the story along the way! A nice quote in a recent newspaper suggested the Bible is how one is expected to travel on the journey to Heaven (and Hell); whilst Science explains how they exist. But no matter what any book of religion states, it is the interpretation by groups/individuals that matters now. |
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#94 | |
Maratus speciosus butt
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#95 |
Maratus speciosus butt
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What I think about is-- look at all the rumors and legends that quickly cropped up after the deaths of Elvis, JFK, Hitler (not a Godwin) and so many other famously dead. All of them survive their death and go into hiding somewhere, where they are/were occasionally sited. Complete distortions and misrememberings and utter fabrications start days after an event (if not minutes) so imagine what can happen in a century, in a time without photographs and newspapers and television to make any tangible record of an event.
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#96 |
oddly human
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I'm from Texas and I apologize to the rest of the nation for our lunacy.
To understand the source, you have to know that the Republican party here is mostly Christian Dominionist in flavor, and they are firmly in control of state government. To see how loony they are, read their party platform: Texas GOP Party Platform |
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#97 |
eBook Enthusiast
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#98 | |
Chocolate Grasshopper ...
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no need to apologise, we understand ..... |
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#99 |
The Dank Side of the Moon
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Well I agree to a large extent Harry, but I also am of the opinion that we need to (in the words of CSN&Y) "teach our children well." And one way of doing that is by having somewhat consistent guidelines for the schools.
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#100 | |
Bah, humbug!
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#101 | |
Bah, humbug!
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As for teaching about Islam, I think it's important as well if for no better reason than it is the belief system of a large portion of the world's population (as well as many here in the United States), and in our ever-shrinking globe we need to learn how to deal amiably with other cultures. Last edited by WT Sharpe; 09-24-2010 at 09:58 AM. |
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#102 | |
Bah, humbug!
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#103 | |
Grand Sorcerer
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1) Economic: the school can afford more books & other things if it buys textbooks in bulk, rather than 1 classroom's worth at a time. That also gives them a bit of cushion in case of lost/stolen/damaged textbooks--if the the entire district is using the same book, spares are available; if each classroom is using something different, the student who spills a drink/loses his backpack/home is destroyed in a flood has no book. 2) Standardization: if every teacher is creating a different curriculum, how can other teachers develop compatible lesson plans? If 6th year children learn "World History" from an unknown book or set of books, how can the 7th year world history teacher decide what to cover? She doesn't know what they've already learned. How do literature teachers across several years avoid using the same short story or essay? 3) Avoiding the crazy: Some teachers have an *agenda*. Might be their own religion, might be some form of social activism, might be their personal beliefs. How do you prevent teachers from pushing conspiracy theory or religion or weird pet projects, if they get to choose the teaching materials without oversight? (If they do have oversight--it's still too much. The district can't possibly review several thousand individual teachers' individual choices for books in different classes.) |
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#104 | ||
Wizard
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Graham Last edited by Graham; 09-24-2010 at 10:21 AM. |
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#105 | |
Bah, humbug!
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