Obama and the Democratic National Committee had asked Surrick to dismiss Berg’s complaint in a court filing on Sept. 24.
They said that Berg’s claims were “ridiculous” and “patently false,” that Berg had “no standing” to challenge the qualifications of a candidate for president because he had not shown the requisite harm to himself.
Surrick agreed.
In a 34-page memorandum and opinion, the judge said Berg’s allegations of harm were “too vague and too attenuated” to confer standing on him or any other voters.
Surrick ruled that Berg’s attempts to use certain laws to gain standing to pursue his claim that Obama was not a natural-born citizen were “frivolous and not worthy of discussion.”
The judge also said the harm Berg alleged did “not constitute an injury in fact” and Berg’s arguments to the contrary “ventured into the unreasonable.”
For example, Berg had claimed that Obama’s nomination deprived citizens of voting for Sen. Hillary Clinton in November. (Berg backed Clinton in the primaries.)
Berg could not be reached for comment last night.
Obama was born in Honolulu on Aug. 4, 1961, and the campaign posted a document issued by Hawaii on its Web site, fight thesmears.com, confirming his birth there.
Berg said in court papers that the image was a forgery.
The nonpartisan Web site FactCheck.org examined the original document and said it was legitimate.
Further, a birth announcement in the Aug. 13, 1961, Honolulu Advertiser listed Obama’s birth there on Aug. 4.
Update, 10-27-2008: Here’s an example of how lunatic this issue is, and how bizarre are the arguments. This blog argues that Judge Surrick had the decision dictated to him from someone else in the Obama camp — the same lunatic argument creationists made against the decision of Judge Jones in the Dover, Pennsylvania, “intelligent design” trial. Could it be that all lunatics are creationists? Or is it just that lunatics all stumble into the same lunatic arguments?
Spread the word; friends don't allow friends to repeat history.
The intensity of the rabid attacks on Barack Obama is troubling. The issues grow more bizarre, the links to Obama grow more tenuous, and the shouts more shrill.
And that’s from the reasonable opponents of Obama.
The authors stoutly defend their bizarre claim that Congress is the agency responsible for the regulation of Fannie Mae and Freddie Mac through the OFHEO, Office of Federal Housing Enterprise Oversight. Congress maintains its usual oversight over the executive branch agency, but it is, after all, an executive branch agency. Think about your high school civics classes: Separation of Powers, Checks and Balances.
OFHEO’s mission is to promote housing and a strong national housing finance system by ensuring the safety and soundness of Fannie Mae (Federal National Mortgage Association) and Freddie Mac(Federal Home Loan Mortgage Corporation). OFHEO works to ensure the capital adequacy and financial safety and soundness of two housing government-sponsored enterprises (GSEs) — Fannie Mae and Freddie Mac. Fannie Mae and Freddie Mac are the nation’s largest housing finance institutions. They buy mortgages from commercial banks, thrift institutions, mortgage banks, and other primary lenders, and either hold these mortgages in their own portfolios or package them into mortgage-backed securities for resale to investors. These secondary mortgage market operations play a major role in creating a ready supply of mortgage funds for American homebuyers. Combined assets and off-balance sheet obligations of Fannie Mae and Freddie Mac were $4.2 trillion at year-end 2005.
Fannie Mae and Freddie Mac are Congressionally-chartered, publicly-owned corporations whose shares are listed on the New York Stock Exchange. Under terms of their GSE charters, they are exempt from state and local taxation and from registration requirements of the Securities and Exchange Commission. Each firm has a back-up credit line with the U.S. Treasury.
OFHEO’s oversight responsibilities include:
Conducting broad based examinations of Fannie Mae and Freddie Mac; Developing a risk-based capital standard, using a “stress test” that simulates stressful interest rate and credit risk scenarios; Making quarterly findings of capital adequacy based on minimum capital standards and a risk-based standard; Prohibiting excessive executive compensation; Issuing regulations concerning capital and enforcement standards; and Taking necessary enforcement actions.
OFHEO is funded through assessments of Fannie Mae and Freddie Mac. OFHEO’s operations represent no direct cost to the taxpayer. In its safety and soundness mission, OFHEO has regulatory authority similar to such other federal financial regulators as the Federal Deposit Insurance Corporation, the Office of the Comptroller of the Currency, the Office of Thrift Supervision and the Board of Governors of the Federal Reserve System.
The legislation that established OFHEO also requires Fannie Mae and Freddie Mac to meet certain affordable housing goals set annually by the Secretary of Housing and Urban Development. These goals specify the share of mortgages that the two GSEs are required to purchase annually from low-income, moderate-income and central-city homebuyers.
OFHEO was established as an independent entity within the Department of Housing and Urban Development by the Federal Housing Enterprises Financial Safety and Soundness Act of 1992 (Title 13 of P.L. 102-550). The agency is headed by a Director appointed by the President for a five-year term.
OFHEO’s primary mission is ensuring the capital adequacy and financial safety and soundness of two government-sponsored enterprises, the Federal National Mortgage Association (Fannie Mae) and the Federal Home Loan Mortgage Corporation (Freddie Mac). Fannie Mae and Freddie Mac are congressionally-chartered, publicly-owned corporations whose shares are listed on the New York Stock Exchange.
Fannie Mae and Freddie Mac are the nation’s largest housing finance institutions. They buy mortgages from commercial banks, thrift institutions, mortgage banks, and other primary lenders, and either hold these mortgages in their own portfolios or package them into mortgage-backed securities for resale to investors. These secondary mortgage market operations play a major role in creating a ready supply of mortgage funds for American homebuyers. Combined assets and off-balance sheet obligations of Fannie Mae and Freddie Mac were more than $4.2 trillion at year-end 2005, which represents over 40 percent of mortgages outstanding.
In fulfilling its role in the secondary mortgage market, OFHEO promotes housing and a strong national housing finance system.
OFHEO’s oversight responsibilities include the following:
– Conducting broad-based and targeted examinations of Fannie Mae and Freddie Mac
– Making quarterly findings of capital adequacy based on a minimum capital standard and a risk-based capital standard
– Administering a risk-based capital standard, using a “stress test” that simulates interest rate and credit risk scenarios
– Prohibiting excessive executive compensation
– Issuing regulations concerning capital and enforcement standards
– Taking necessary enforcement actions
– Issuing an annual Report to Congress on the financial and operational condition of the Enterprises
OFHEO is funded through assessments on Fannie Mae and Freddie Mac. OFHEO’s operations represent no direct cost to the taxpayer.
You did not read the links. You need to start reading at OFHEO.gov and go and read the links I provided. OFHEO reports to Congress, not the administration. It is a fact. Deal with it. All you have to do is go read on their site THEY will tell you.
Charming fellow. He has censored all of my comments since then. At one point he was lecturing me that I didn’t know the organization. I pointed out to him that the Constitution makes clear the lines of organization in this case: OFHEO is an independent agency within the executive branch. It works closely with the Secretary of HUD. The organization charts show it is not a Congressional agency.
Similarly, this fellow is convinced that Obama, as a lawyer, made the federal courts dance to his tune. He appears to have no understanding for how federal courts work, nor for how a federal judge would regard any attorney acting as arrogantly as they claim Obama did.
Object lesson: You cannot reason a person out of a position he did not get to by reason in the first place.
Sure enough, as soon as we turned the gas on to the computer and the screen warmed up, what should pop up but a group claiming to be opposed to junk science and arrogant ignorance, but arrogantly spreading the ignorance of junk science: Climate Change Fraud, “The Crichtonian Green.”
I caught the site with a news reader that looks for idiocy about DDT. This is the line the automoton caught:
“DDT is not a carcinogen…the DDT ban has caused the deaths of tens of millions of poor people…”
Among the anti-science crowds, this stuff is holy writ. Dogma insists that scientists are craven political creatures driven to silly programs that waste money and hurt poor people. Never mind the facts. They believe it religiously — and they treat efforts to educate them as assaults on their faith.
DDT is a well-established carcinogen in animals, including mammals, and every cancer-fighting agency on Earth lists DDT as a probable human carcinogen. The various “bans” on DDT all allow DDT to be used to protect poor people against disease, but DDT’s overuse by its advocates led to rapid evolution of resistance and immunity in insects targeted by DDT — DDT use was stopped when it stopped being effective. Inaction on the part of DDT advocates, and their unwillingness to use other methods to fight malaria, have been culprits in the too-slow program to reduce malaria among poor people. Spraying DDT advocates with DDT will do absolutely nothing to get them off their butts to act.
(Go to the search feature on this blog, search for “DDT.” The truth is out there.)
Oy. This is how the week starts?
__________
* No, I never did get a Millard Fillmore soap-on-a-rope; but it makes a good gambit to open a post, don’t you think?
Spread the word; friends don't allow friends to repeat history.
Again at Café Philos, the anti-Darwin fifth columnists do their best to continue distortions of history, in this case, in high irony, claiming NOT to defend John Freshwater.
Not in defense of Freshwater’s walking over the Constitution and zapping burns on students in the shape of a cross? Why bother to go after Darwin? No explanation is necessary. It’s like the story of the frog and the scorpion. Creationists are like scorpions. It’s in their nature. (I believe it is a corruption of human nature that creationism visits on those who allow the demon in.) (“Paging Bobby Jindal! Creationist Demon Possession in the Louisiana Governor’s Mansion; what? You’re already there? When’s the exorcism this time?”)
In a cartoon, Darwin bans “Laissez faire,” a shorthand for “Social Darwinism,” and eugenics from his house. Unknown cartoonist, from a short essay on Northwestern University’s discussion book, The Reluctant Mr. Darwin, by David Quammen.
Here’s the exchange. If you find it boring, my apologies. I do weary at the prospect of having to do this again, and again. On the crashed hard-drive of my first laptop, I have files now 15 years old discussing this same silly claim. I’m posting here for the record, for my easy reference, with hope that someday it will not be necessary to post this stuff at all. You may need some of these links some day, and here they are, below the fold.
A middle-school health teacher (in a small, conservative [read that religious] community) was put on administrative leave for teaching details about sexuality. The original story inferred that she was holding forth on details on homosexuality, masturbation, and oral sex. The truth is that she had taught the regular curriculum and thereafter fielded student questions, which turned to these things.
On the one hand, the outraged and prolix parents had every right to wax eloquent, loud and long on the violation of their parental rights in teaching their offspring about sex. It is even possible that some of those innocent students were hearing details theretofore unimagined by them
On the other hand–probably not. I teach junior high students, the same age as the endangered middle school kids in question. My students know lots about sex, far more than I ever knew at that age. For sure, these students see very explicit material on prime-time TV, and they surely see plenty of sex in the movies they watch. From time to time we discuss cinema in art class, and I am often floored at the kinds of movies these young kids view, both for violence and for sexuality. Furthermore, they watch and rewatch very explicit music videos–and many of them use outright porn. And furthermore, walking around the art room as kids work and talk, I overhear that many of them are sexually active at thirteen, fourteen, fifteen.
No wonder they have questions about sexual practices. I believe the young health teacher caught herself in a trap. Experienced teachers know that there are certain things you never say, never discuss, because of community reaction. Young teachers, hoping to help kids understand a sexual world they really are much too young for, can get tripped up on answering questions.
No doubt our Utah middle school health teacher will not have her contract renewed next year. I think that is a shame. Obviously, the offended parents have no clue about what their kids’ lives are really like. They do not realize the misinformation–and the pressure–these young students experience. I would not be surprised to find that these offended parents have not given their kids much information on sex. Maybe the teacher crossed a line–and maybe a few students pushed her there. Still, I’d rather see her keep her job and learn the hard lesson of staying very conservative on certain subjects, like sex.
Accusations included the charge that the teacher distributed a list of 101 ways to have sex. In a heated meeting at the school, it turned out that the list was of 101 things to do instead of having sex. Ooops. And for this, parents want the woman fired?
From that column, a list of what can and cannot be taught:
Careful what you say
What teachers can, and cannot, teach
as part of Utah’s human sexuality curriculum: Teachers can:
* Stress the importance of abstinence from sexual activity before marriage and fidelity after marriage.
* Provide factual, unbiased information about contraception and condoms with prior written parental consent. They cannot:
* Discuss the intricacies of intercourse, sexual stimulation or erotic behavior.
* Advocate homosexuality.
* Advocate or encourage contraceptive methods or devices.
* Advocate sexual activity outside of marriage.
Source: Utah State Office of Education
Who knows what’s really going on? It will be interesting to see how this case is resolved. It’s been hanging fire for a month now.
Tribune columnist Robert Kirby unbarbs the issues a bit with humor: “Neighbors assured me that it was all quite true. The teacher had even given her students a manual titled 101 Sexual Positions. For proof, I should attend the parents’ meeting at the school the following morning.
“I went. I don’t have kids attending Fort Herriman Middle School, so my interest was entirely selfish. Mad as they were, I figured the parents might try to hang the teacher. I didn’t want to miss that. Also, I wanted a copy of that 101 Positions manual.
“I arrived early enough to see the signs that students had put up in defense of the teacher, demanding her return to the classroom. Seriously, duh. If my health teacher had been holding orgies, I would have repeated seventh grade until I was 35.”
My earlier post urging readers to contact Louisiana Gov. Bobby Jindal to urge him to veto the latest creationist eruption the Louisiana Lege gave him, produced an interesting comment. A fellow named Wayne provided links to a presentation by some guy named Perry Marshall, in which Marshall flails vainly against evolution theory. The video is billed as one the Louisiana Coalition for Science “fears.” Wayne wants to know, should we keep children from seeing it?
Marshall apparently isn’t even an engineer, but instead designs ads for internet placement — at least one step removed from the usual joke about engineers as creationists. Of course, that doesn’t help any of his arguments.
Wayne linked to three YouTube presentations, about half of the presentation Marshall made at an unidentified church (there are five segments total, I gather). What you see is bad PowerPoint slides, with audio. Marshall suggests that evolution couldn’t get from the American pronghorn antelope to the African giraffe, but in classic creationist form, he doesn’t address the unique signs of evolution we find in giraffes (neck, vagus nerve, for example) nor in pronghorns (bred for speed to beat the American cheetah, which is now extinct, and thereby hangs a great tale of sleuthing by evolution).
Marshall’s presentation is insulting. To me as a historian, it’s astounding how he can’t accurately list sequences of events well known to history. The science errors he makes are errors any 7th-grade student might make — but he’s passing them off as valid criticism of evolution theory.
Here’s the first YouTube presentation, and below the fold, my response to Wayne.
These presentations are an omen. They are sent to us as a warning for what the Discovery Institute will try to sneak into classrooms if Jindal signs that bill into law — heck, they’ll try anyway, but we don’t have to drill holes in our kids’ heads to make it easier for con men and snake oil salesmen to get their fingers in there.
Remember this case the next time some nut starts ranting about how marriage between two people of the same gender somehow endangers marriage. There’s no way to protect the “sanctity of marriage” when clowns with clerical titles work so determinedly to mock the institution of marriage, and the concepts of compassion, charity and family, from within the church.
Spread the word; friends don't allow friends to repeat history.
But as Bill Provine points out in the film [Expelled!], neo-Darwinism is true, which means we don’t have free will.
Brilliant, ain’t it?
Never mind that one of the key themes of the mockumentary movie is that a religious belief in evolution drove Nazis in Germany to choose to take life unjustly, an exercise of free will they harp on in other forums.
Never mind that the claim is wholly ridiculous — Joe is arguing that being free of religious constraints means no one can choose how to act.
Consistency and logic: Not the domain of intelligent design advocates.
Spread the word; friends don't allow friends to repeat history.
From August 8, 2007, the post that exposed the educationally-destructive, religiously-drenched mathematics curriculum from Castle Hills First Baptist School in San Antonio, Texas.
Students will examine the nature of God as they progress in their understanding of mathematics. Students will understand the absolute consistency of mathematical principles and know that God was the inventor of that consistency. Mathematical study will result in a greater appreciation of God and His works in creation. The students will understand the basic ideas of both differential and integral calculus and its importance and historical applications. The students will recognize that God created our minds to be able to see that the universe can be calculated by mental methods.
The scientist who sent me the link called it “God’s math.” Architect Mies van der Rohe once said, “God is in the details.” But he didn’t mean that math should be taught as anything other than mathematics. He didn’t mean that any religion should be inserted into math classes — and frankly, that’s a little worrying to me. I speak regularly with theologians who read the same text and come up with radically different descriptions of what it means, sometimes diametrically opposite descriptions.
The social studies curricula are more troubling. What is described is at best second-rate course work. One hopes that the teachers teach the material instead of these descriptions:
SOCIAL STUDIES/HISTORY
WORLD HISTORY I
NINTH GRADE The students will examine the nature of God as revealed through the study of social studies. Students will develop convictions about God’s word as it relates to world history and will define their responses to it. Through the study of world history, students will develop an understanding of the economic, social, political and cultural developments of our world, as they compare countries and civilizations, Students will learn and acquire an appreciation for God’s relations throughout the timeline of world events. The integration of literature into studies of ancient civilizations will enhance and inspire their learning process. Students will develop attitudes, values, and skills as they discover their place in the world. Students will analyze, synthesize and evaluate social studies skills, including social relationships such as family and church.
WORLD HISTORY II
TENTH GRADE The students will examine the nature of God as revealed through the study of social studies. Students will develop convictions about God’s word as it relates to world history and will define their responses to it. Through the study of world history, students will develop an understanding of the economic, social, political and cultural developments of our world, as they compare countries and civilizations since the Reformation. Students will learn and acquire an appreciation for God’s relations throughout the timeline of world events. The integration of literature into the studies of modern civilizations will enhance and inspire their learning process. Students will develop attitudes, values, and skills as they discover their place in the world. Students will analyze, synthesize and evaluate social studies skills, including social relationships such as family and church.
AMERICAN HISTORY
ELEVENTH GRADE Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will study the history of our country beginning with the Civil War with a biblically integrated filter as they examine the political, social, and economic perspectives. An emphasis will be placed on the major wars, the industrial revolution, and the settlement of the frontier, requiring students to critically analyze the cause and effect relationships of events in history.
GOVERNMENT/CIVICS
TWELFTH GRADE Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will study the foundational documents of our founding Fathers built upon as they formulated the ideals upon which our country was established. Such documents include: The Magna Carta, The English Bill of Rights of 1689, and the Mayflower Compact. Students are equipped with an understanding of the basic principles contained in these documents, and are able to identify their dependence upon biblical and Reformation principles, leading them to an understanding why the American system is meant for a religious people.
ECONOMICS/FREE ENTERPRISE
TWELFTH GRADE
Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will gain an understanding of the workings of economic systems, being able to identify the strengths and weaknesses inherent in capitalism (Deuteronomy 8, 15, 28, Leviticus 25), and the reasons for its superiority to the models of communism and socialism (Ezekiel 46:18).
The last description there, for economics, might lead one to understand this school ignores most of the lessons of Jesus, and especially the stories of the disciples in the immediate aftermath of the crucifixion as described in Acts 2. Not only are the courses described inadequate (we hope the teachers teach the state standards instead, at least), where scripture is specifically mentioned, they appear to be tortured to fit the agenda.
Then comes the choker:
SCIENCE
BIOLOGY
Students will study the physical life of God’s creation. They will continue to develop skills in the use of the scientific method. The students will learn methods and techniques of scientific study, general attributes of the cell and its processes, characteristics of the wide spectrum of living organisms, the classification, similarities and differences of the five kingdoms, evolutionary models and the creation model, the mechanics of inheritance, disease and disorders, and the workings of the human body. Students will gain experience in manipulating the conditions of a laboratory investigation and in evaluating the applications of biological principles in everyday life.
There is no “creation model” that is scientific, nor is there one that conflicts with evolution and is also Biblical. What, in God’s name, are they teaching?
CHFB School was established over 25 years ago, and claims to have more than 300 students enrolled, K-12. Surely there is a track record to look at.
Anybody know what the actual curricula look like at this school? Are there any measures to suggest the school teaches real subjects instead of what is described?
What was the Texas legislature thinking when they authorized Bible classes? Isn’t this bad enough as it is?
Dr. Pamela Bumsted of Grassroots Science alerts us to this website, God’s Geography, which should contain enough abuse of scripture to offend all Christians, and Jews and Moslems, too. The site steals good maps from good sites — but the accuracy in geography stops there.
Why is Antarctica shaped like an elephant’s head? I believe it is to illustrate a global political system. Nations typically have an animal or bird as their national symbol (such as the American eagle), but no single country owns Antarctica, although about 40 nations have made claims. So let’s think of these 40 nations as one nation, living in peace, and their symbolic animal is the elephant because it is the largest beast on earth.
* * * *
A global government means all nations cooperating together for the benefit of mankind, and not for the benefit of God or the King of kings. And as the world’s largest terrestrial animal it makes a perfect symbol of the world’s largest government.
So the elephant gives us a visual clue as to what a global political system looks and acts like. It’s very formidable, and can not be defeated except by God Himself. It’s futile to fight against it, but we shouldn’t want to because it’s part of our heavenly Father’s overall plan. He’ll guide the elephant where He wants it to go, and He’ll take care of the ivory towers, as it’s written in Amos 3:
13 Hear ye, and testify in the house of Jacob, saith the Lord GOD, the God of hosts, 14 That in the day that I shall visit the transgressions of Israel upon him I will also visit the altars of Bethel: and the horns of the altar shall be cut off, and fall to the ground. 15 And I will smite the winter house with the summer house; and the houses of ivory shall perish, and the great houses shall have an end, saith the LORD.
It’s crazy enough to send you to the law books to see if you can find a loophole in Poe’s Law, ain’t it?
I don’t object to the use of mnemonic devices. Remembering Italy as the peninsula and nation “shaped like a boot” seems to cement the identity of country into the minds of students otherwise a bit weak on European geography.
God’s Geography passes over the line into pure fantasy, into false claims about geography. The religious claims also far exceed any rational claim from Christian theology. I can’t imagine serious Christians not being offended at the religious messages the author claims to find in the simple shape of geographic entities.
My second complaint is that the religious claims tend to obscure reality, also. Again, on the Antarctica page, we find a gratuitous note about Elephant Island, which is off the tip of the archipelago this guy sees as an elephant’s trunk:
Near the tip of the elephant’s trunk is an island called Elephant Island, although I’m sure it wasn’t named for elephants, but rather for the largest member of the seals, the Elephant Seal.
So contrary to the history books, the author of God’s Geography claims Elephant Island is not named because it looks like an elephant’s head. Fantasy is just one egregious problem with this site; gross error is a second. In a game where one strike equals an out, this odd site has three strikes against it: Whole cloth invention, offense to scripture, and geographic error.
Rachael Ray wore a black and white patterned scarf at a shoot for a Dunkin’ Donuts ad. As a Blood to a blue bandana or a Crip to a red one, LGF pulled out their rhetorical guns and started firing. ‘Aren’t those the colors of Yassir Arafat’s group, Al Fatah?’ LGF wonders.
Dunkin’ Donuts pulled the ad rather than risk offending anyone. The scarf had a paisley design, a company spokesman told LGF — and no one disputes that.
Does anyone else see the irony of Little Green Footballs complaining about this and inciting a mob? What will they do when they realize that green was Mohammed’s favorite color, and is almost an official color of Islam?
And when the truth comes out, will it be that LGF was mainstreaming terrorism to sell Little GreenFootballs — like mob action against a donut shop — occasionally outing one of their friends or some innocent person to avoid suspicion themselves?
Pandagon keeps feet on the ground: “I had to double check the URL to make sure this isn’t a Malkin parody site, because this is hard to swallow as written by a sincere human being. The paranoid wingnuttery is too pitch perfect.”
Update: Greater, sadder irony: Rachael Ray’s site today featured a nice tribute to our troops, with recipes.
Spread the word; friends don't allow friends to repeat history.
In Land-o-Lakes, Florida, in Pasco County, a substitute teacher was fired for doing a magic trick. The district, apparently lacking in critical reasoning skills and reality-based life, accused the guy of “wizardry.”
Once the firing became public and the district started to look really, really stupid, the district came up with other reasons for the firing which they announced to reporters, but not to the teacher. Janie Porter at Tampa Bay’s Channel 10 News has the story.
Substitute teacher Jim Piculas does a 30-second magic trick where a toothpick disappears then reappears.
But after performing it in front of a classroom at Rushe Middle School in Land ‘O Lakes, Piculas said his job did a disappearing act of its own.
“I get a call the middle of the day from head of supervisor of substitute teachers. He says, ‘Jim, we have a huge issue, you can’t take any more assignments you need to come in right away,'” he said.
When Piculas went in, he learned his little magic trick cast a spell and went much farther than he’d hoped.
“I said, ‘Well Pat, can you explain this to me?’ ‘You’ve been accused of wizardry,’ [he said]. Wizardry?” he asked.
Wizardry? Shouldn’t the guy be made teacher of the year for a demonstration of wizardry?
Wizardry may be unappreciated in the teacher ranks, but the rank of the administrators sure do a good job with lizardry.
One of the ultimate defenses of creationism, once you’ve demonstrated that there is no science and no good theology in it, is the creationist claim “it doesn’t hurt anyone.”
Well, yes, it does. Over the years I’ve noticed that creationism appears to suck the intelligence right out of otherwise smart or educated people. I also note that it tends to make otherwise good and honest people defend academic debauchery and dishonesty.
It’s as if claiming to be creationist hogs all the available RAM in their brains and forces a near-total synapse shutdown.
Cases in point: Creationists are scrambling to the defense of the mockumentary movie “Expelled!” in which Ben Stein trots out almost every creationist canard known to Hollywood in defending some of the greater misdeeds of the intelligent design hoaxers. Otherwise sane, good people, claiming to be Christian, make atrocious defenses of the movie.
I cannot make this up: Go see Mere Orthodoxy and Thinking Christian. Bad enough they defend the movie — but to defend it because, they claim, Darwin and Hitler were brothers in thought? Because evolution urges immoral behavior? I stepped in something over at Thinking Christian, and when I called it to the attention of Tom Gilson in the comments, he deleted the comment. (I’ve reposted, but I wager he’ll delete that one, too, while letting other comments of mine stand; he’s got no answer to any of my complaints.)
The stupid goes past 11, proudly, defiantly. The Constitution specifically protects the right of people to believe any fool claptrap they choose. These defenses of a silly movie come awfully close to abuse of the privilege.
Update: Holy mother of ostriches! Tom Gilson at “Thinking Christian” has a nifty device that bans people from viewing his blog. Paranoia sticks its head into a whole new depth of sand! Here’s a truism: Creationists who like to claim Darwin was the cause of Stalin and Hitler, which is by itself an extremely insulting and repugnant claim, almost never fail to resort to Stalinist and Hitlerian tactics when their claims are questioned. Call it Darrell’s Law of Evolution History Revisionism.
Spread the word; friends don't allow friends to repeat history.
Who was the genius who wrote this? It’s an internet e-mail masterpiece, and it comes without attribution. Do you know who wrote it? Please tell us in comments.
And if you don’t understand it, you’re not a teacher. Pass it to a teacher to explain to you what’s really going on; tip of the old scrub brush to Pam at Grassroots Science; she pointed to this piece in Shibby’s Alaska Journal:
No Child Left Behind – Football Version
The football version of what is going on in education right now. (If you’re not an educator, this may not make a lot of sense to you. But send it to your friends who are in education. They will love it!) For all the educators – In or out of the system. 1. All teams must make the state playoffs and all MUST win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. If after two years they have not won the championship their footballs and equipment will be taken away UNTIL they do win the championship. 2. All kids will be expected to have the same football skills at the same time even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or genetic abilities or disabilities of themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL! 3. Talented players will be asked to workout on their own, without instruction. This is because the coaches will be using all their instructional time with the athletes who aren’t interested in football, have limited athletic ability or whose parents don’t like football. 4. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th game. This will create a New Age of Sports where every school is expected to have the same level of talent and all teams will reach the same minimum goals. If no child gets ahead, then no child gets left behind.
Spread the word; friends don't allow friends to repeat history.
Or, until that account is unsuspended by the forces supporting Donald Trump: Follow @FillmoreWhite, the account of the Millard Fillmore White House Library
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Retired teacher of law, economics, history, AP government, psychology and science. Former speechwriter, press guy and legislative aide in U.S. Senate. Former Department of Education. Former airline real estate, telecom towers, Big 6 (that old!) consultant. Lab and field research in air pollution control.
My blog, Millard Fillmore's Bathtub, is a continuing experiment to test how to use blogs to improve and speed up learning processes for students, perhaps by making some of the courses actually interesting. It is a blog for teachers, to see if we can use blogs. It is for people interested in social studies and social studies education, to see if we can learn to get it right. It's a blog for science fans, to promote good science and good science policy. It's a blog for people interested in good government and how to achieve it.
BS in Mass Communication, University of Utah
Graduate study in Rhetoric and Speech Communication, University of Arizona
JD from the National Law Center, George Washington University
Posted by Ed Darrell 
Millard Fillmore's Bathtub 