News

Public schools telling 13-year-olds they can have sex and choose their own gender

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Hillary Clinton and Planned Parenthood
Hillary Clinton and Planned Parenthood

Yes, Planned Parenthood is involved. Fox News reports.

Excerpt:

Students at one northern California high school are learning more than just the birds and the bees.

Along with local area groups, some parents are irate that their children’s sex ed class at Acalanes High School in Lafayette is being taught by employees of Planned Parenthood without their prior knowledge. They are also fuming over the methods and materials being used, including a checklist that asks students if they are “ready for sex” and another worksheet that describes how to give and obtain consent, as well as a diagram that uses a “genderbread” person for lessons in gender identity.

“[Parents] are very concerned,” Brad Dacus, president of the Pacific Justice Institute, a non-profit legal organization that is assisting the concerned parents, told FoxNews.com. “Planned Parenthood is not exactly the best when it comes to putting young people first.

“They get more grants from the promiscuity of children,” he added. “The material they have provided was material that mirrored their agenda.”

It was the parents of ninth-graders at Acalanes that started raising questions after their children told them one instructor threw a model of female reproductive organs at one student and that many felt the sessions were pressuring them to have sex.

“Some of the kids were distracted because it was divergent from what they were taught at home,” Dacus said.

Acalanes Union School District officials told the institute the class was not taught by teachers but rather the staff from a local Planned Parenthood in nearby Walnut Creek.

Included in the materials provided to students were documents and worksheets that included a checklist entitled, “Sex Check! Are You Ready For Sex?” in which the 13 and 14-year-old students are asked questions such as if they have water–based lubricants and condoms and if they could handle a possible infection or pregnancy. Another worksheet reads like a how-to on obtaining consent from a possible sexual partner and offers possible statements like “Do you want to go back to my place?” and “Is it OK if I take my pants off?”

Students at Acalanes High School in Northern California were given this gender identity chart in a sex ed class conducted by the local Planned Parenthood chapter.

They were also taught about gender identity with the “Genderbread Person,” a play on the name of the holiday cookie, to teach them on how to identify themselves as either, “agender,” “bigender,” and “two spirit” to name a few.

[…]Officials for the Planned Parenthood’s Northern California region did not respond to requests for comment.

In the last fiscal year, Planned Parenthood got $540.6 million of taxpayer money. And now we know what they did with it. If you approve of this, then vote Democrat. If you don’t, then don’t.

Polemics

William Lane Craig on the unexpected applicability of mathematics to nature

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You might remember that Dr. Craig used a new argument in his debate with Lawrence Krauss in Melbourne, Australia.

My notes on the debate record it thus:

The unreasonable effectiveness of mathematics:

  • The underlying structure of nature is mathematical – mathematics is applicable to nature
  • Mathematical objects can either be abstract objects or useful fiction
  • Either way, there is no reason to expect that nature should be linked to abstract objects or fictions
  • But a divine mind that wants humans to understand nature is a better explanation for what we see

And now Dr. Craig has expanded on it in the Q&A section of his Reasonable Faith web site.

The question:

Dear Dr Craig

Firstly can I thank you for all your work. My faith in Christ has been enormously strengthened through studying your work in apologetics in particular and I have grown in confidence in my Christian witness.

My question relates to numbers and mathematics as a whole. On the Defenders podcast you state that as God is the only self-existent, necessary being, numbers and mathematical objects, whilst being useful, don’t actually exist as these too would exist necessarily and independently of God. If this is the case, how can it be that mathematics is so easily applied to the natural world? Surely if mathematics only existed in our minds, we would expect to see no correlation between it and how the physical world actually is?

Michael

United Kingdom

Excerpt from the answer:

As philosopher of mathematics Mary Leng points out, for the non-theistic realist, the fact that physical reality behaves in line with the dictates of acausal mathematical entities existing beyond space and time is “a happy coincidence” (Mathematics and Reality [Oxford: Oxford University Press, 2010], p. 239). Think about it: If, per impossibile, all the abstract objects in the mathematical realm were to disappear overnight, there would be no effect on the physical world. This is simply to reiterate that abstract objects are causally inert. The idea that realism somehow accounts for the applicability of mathematics “is actually very counterintuitive,” muses Mark Balaguer, a philosopher of mathematics. “The idea here is that in order to believe that the physical world has the nature that empirical science assigns to it, I have to believe that there are causally inert mathematical objects, existing outside of spacetime,” an idea which is inherently implausible (Platonism and Anti-Platonism in Mathematics [New York: Oxford University Press, 1998], p. 136).

By contrast, the theistic realist can argue that God has fashioned the world on the structure of the mathematical objects. This is essentially what Plato believed. The world has mathematical structure as a result.

This argument was also made by mechanical engineering professor Walter Bradley in a lecture he gave on scientific evidence for an intelligent designer. You can read an essay that covers some of the material in that lecture at Leadership University.

Excerpt:

The physical universe is surprising in the simple mathematical form it assumes. All the basic laws of physics and fundamental relationships can be described on one side of one sheet of paper because they are so few in number and so simple in form (see table 1.1).

[…]It has been widely recognized for some time that nature assumes a form that is elegantly described by a relatively small number of simple, mathematical relationships, as previously noted in table 1.1. None of the various proposals presented later in this chapter to explain the complexity of the universe address this issue. Albert Einstein in a letter to a friend expressed his amazement that the universe takes such a form (Einstein 1956), saying:

You find it strange that I consider the comprehensibility of the world to the degree that we may speak of such comprehensibility as a miracle or an eternal mystery. Well, a priori one should expect a chaotic world which cannot be in any way grasped through thought. . . . The kind of order created, for example, by Newton’s theory of gravity is of quite a different kind. Even if the axioms of the theory are posited by a human being, the success of such an enterprise presupposes an order in the objective world of a high degree which one has no a priori right to expect. That is the “miracle” which grows increasingly persuasive with the increasing development of knowledge.

Alexander Polykov (1986), one of the top physicists in Russia, commenting on the mathematical character of the universe, said: “We know that nature is described by the best of all possible mathematics because God created it.” Paul Davies, an astrophysicist from England, says, “The equations of physics have in them incredible simplicity, elegance and beauty. That in itself is sufficient to prove to me that there must be a God who is responsible for these laws and responsible for the universe” (Davies 1984). Successful development of a unified field theory in the future would only add to this remarkable situation, further reducing the number of equations required to describe nature, indicating even further unity and integration in the natural phenomena than have been observed to date.

The whole paper that started this off is called “The Unreasonable Effectiveness of Mathematics”, and it is a must read for advanced Christian apologists. You can read the whole thing here.

Positive arguments for Christian theism

Polemics

Jay Richards: eight common myths about wealth, poverty and the free market

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Have you read Jay Richards’ book “Money, Greed and God?” Because if you haven’t, he’s written a series of articles that summarize the main points of the book.

The index post is here.

Here are the posts in the series:

  • Part 1: The Eight Most Common Myths about Wealth, Poverty, and Free Enterprise
  • Part 2: Can’t We Build A Just Society?
  • Part 3: The Piety Myth
  • Part 4: The Myth of the Zero Sum Game
  • Part 5: Is Wealth Created or Transferred?
  • Part 6: Is Free Enterprise Based on Greed?
  • Part 7: Hasn’t Christianity Always Opposed Free Enterprise?
  • Part 8: Does Free Enterprise Lead to An Ugly Consumerist Culture?
  • Part 9: Will We Use Up All Our Resources?
  • Part 10: Are Markets An Example of Providence?

Parts 4 and 5 are my favorites. It’s so hard to choose one to excerpt, but I must. I will choose… Part 4.

Here’s the problem:

Myth #3: The Zero Sum Game Myth – believing that trade requires a winner and a loser. 

One reason people believe this myth is because they misunderstand how economic value is determined. Economic thinkers with views as diverse as Adam Smith and Karl Marx believed economic value was determined by the labor theory of value. This theory stipulates that the cost to produce an object determines its economic value.

According to this theory, if you build a house that costs you $500,000 to build, that house is worth $500,000. But what if no one can or wants to buy the house? Then what is it worth?

Medieval church scholars put forth a very different theory, one derived from human nature: economic value is in the eye of the beholder. The economic value of an object is determined by how much someone is willing to give up to get that object. This is the subjective theory of value.

And here’s an example of how to avoid the problem:

How you determine economic value affects whether you view free enterprise as a zero-sum game, or a win-win game in which both participants benefit.

Let’s return to the example of the $500,000 house. As the developer of the house, you hire workers to build the house. You then sell it for more than $500,000. According to the labor theory of value, you have taken more than the good is actually worth. You’ve exploited the buyer and your workers by taking this surplus value. You win, they lose.

Yet this situation looks different according to the subjective theory of value. Here, everybody wins. You market and sell the house for more than it cost to produce, but not more than customers will freely pay. The buyer is not forced to pay a cost he doesn’t agree to. You are rewarded for your entrepreneurial effort. Your workers benefit, because you paid them the wages they agreed to when you hired them.

This illustration brings up a couple important points about free enterprise that are often overlooked:

1. Free exchange is a win-win game.

In win-win games, some players may end up better off than others, but everyone ends up better off than they were at the beginning. As the developer, you might make more than your workers. Yet the workers determined they would be better off by freely exchanging their labor for wages, than if they didn’t have the job at all.

A free market doesn’t guarantee that everyone wins in every competition. Rather, it allows many more win-win encounters than any other alternative.

2. The game is win-win because of rules set-up beforehand. 

A free market is not a free-for-all in which everybody can do what they want. Any exchange must be free on both sides. Rule of law, contracts, and property rights are needed to ensure exchanges are conducted rightly. As the developer of the house, you’d be held accountable if you broke your contract and failed to pay workers what you promised.

An exchange that is free on both sides, in which no one is forced or tricked into participating, is a win-win game.

On this view, what you really need to fear as a consumer is government intervention that restricts your choices in the marketplace.

Economists agree on the benefits of free trade

Who could possibly disagree with free trade? Well, many people on the left do. They favor imposing restrictions on free trade. For example, people on the left favor making those who import goods pay tariffs, which makes it harder to trade with other nations. People on the left want to pass rent control laws to block landlords and tenants from trading more freely. People on the left want to pass minimum wage laws that block employers and workers from trading wages for labor more freely. But economists generally don’t agree with any of restrictions on free trade. In fact, even across the ideological spectrum, the majority of economists view free trade as a wealth creating policy, and restrictions on free trade as a wealth destroying policy.

Harvard economist Greg Mankiw explains what most professional economists agree on.

Excerpt:

Here is the list, together with the percentage of economists who agree:

  1. A ceiling on rents reduces the quantity and quality of housing available. (93%)
  2. Tariffs and import quotas usually reduce general economic welfare. (93%)
  3. Flexible and floating exchange rates offer an effective international monetary arrangement. (90%)
  4. Fiscal policy (e.g., tax cut and/or government expenditure increase) has a significant stimulative impact on a less than fully employed economy. (90%)
  5. The United States should not restrict employers from outsourcing work to foreign countries. (90%)
  6. The United States should eliminate agricultural subsidies. (85%)
  7. Local and state governments should eliminate subsidies to professional sports franchises. (85%)
  8. If the federal budget is to be balanced, it should be done over the business cycle rather than yearly. (85%)
  9. The gap between Social Security funds and expenditures will become unsustainably large within the next fifty years if current policies remain unchanged. (85%)
  10. Cash payments increase the welfare of recipients to a greater degree than do transfers-in-kind of equal cash value. (84%)
  11. A large federal budget deficit has an adverse effect on the economy. (83%)
  12. A minimum wage increases unemployment among young and unskilled workers. (79%)
  13. The government should restructure the welfare system along the lines of a “negative income tax.” (79%)
  14. Effluent taxes and marketable pollution permits represent a better approach to pollution control than imposition of pollution ceilings. (78%)

Now when you are talking to a Democrat, you are talking to someone who disagrees with most or all of those common sense economic policies. For example, Obama’s backers in the labor movement inevitably endorse higher import tariffs, which discourage free trade between countries. No economist supports these tariffs on imports, because history has shown (e.g. – Smoot-Hawley Act) that tariffs destroy economic growth and reduce wealth creation. And that’s what I mean when I talk about economic illiteracy – I mean ignoring what we know from economics and our past experience with bad policies.

Democrat economic policies don’t work because they are making policies that are based on economic myths. We know that these myths are myths because of economics is a mathematical science, and because we have tried good and bad policies in different times and places. We have calculations and we have experience to know what works and what doesn’t work. If you want to help the poor, you have to respect what economists know about how wealth is created. The solution is not to “spread the wealth around”, it’s to encourage people to create more wealth by inventing things that people freely choose to buy.