News

Gallup polls show that men are more pro-life and more pro-marriage than women

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Note: in this post, I will be addressing the views of young, unmarried women, who tend to be more liberal than married women. Married women are not being targeted in this post, because their views tend to be more pro-life and pro-marriage.

First, abortion. The latest Gallup poll shows that men are far more pro-life than women. Men are strongly pro-life by a margin of 8 points, 50-42. Women are more pro-abortion by a margin of 1 point, 47-46.

Second, marriage. Polls show that men are far more pro-marriage than women.

Excerpt:

A new national poll points towards a gender gap over same-sex marriage.

According to new numbers released Monday morning from Gallup, 50% of Americans say same-sex marriages should be legal. But break it down by gender, and 56% of women say same-sex couples should be legally allowed to marry, but only 42% of men feel the same way.

In addition, exit polls from the 2008 and 2012 elections revealed that about 70-80 percent of young, unmarried women voted for Obama, whose views on abortion are somewhere to the left of Kermit Gosnell. And Obama supports gay marriage. Men are more likely to vote conservative than young, unmarried women, especially married men.

Now some of you may find this data about men being good very surprising. According to many people these days, all young men do is look at porn, order in pizza and leave the boxes scattered around, play video games, binge drink, live in their parents’ basement, underperform at school, and fail to find jobs so they can man up and marry these pro-abortion, pro-gay marriage women. None of this bad performance is caused by institutionalized feminism, or the effects of feminism on the family. It’s all just bad, bad men being bad – so were are told. But somehow, despite reports that all men are losers, they seem to have better views on abortion and marriage than women.

What does it mean?

Think about what it means that a young, unmarried woman is pro-abortion.

Being pro-abortion means that a men and women should be allowed to have recreational sex before marriage, and then if a baby is conceived, then they should be able to terminate that unwanted pregnancy, and send taxpayers the bill. Pro-life doctors and nurses who don’t want to perform the procedure must be forced to do it, lest the selfish grown-ups feel offended. Pro-life organizations who don’t want to offer abortion-inducing drugs as part of their medical insurance must be forced to provide it, lest the selfish grown-ups feel offended. Pro-life taxpayers who don’t want to pay for the recreational sex risks of others must be forced to pay for them, lest the selfish grown-ups feel offended.

Now suppose a man is considering marriage to a young, unmarried woman. It’s likely that she supports abortion, given what polls show and what exit polls show. Now if a woman thinks that it is OK to kill an innocent unborn child in order to avoid being burdened with that child’s needs, even though she consented to the recreational sex that produced that child, then should the man marry her? I think that a man should not marry such a woman. After all, if a woman is willing to kill a baby in order to protect her happiness, then she will certainly divorce her husband to do the same. Husbands are much less innocent than babies.

Now think about what it means that a young, unmarried woman is pro-gay marriage.

Being pro-gay marriage means that two men and two women should be able to adopt children away from one or both of their biological parents and raise them. Churches who don’t want to perform the wedding ceremonies must be forced to perform the wedding ceremonies, lest the selfish grown-ups feel offended. Christian companies that don’t want to treat gay couples as married must be forced to treat gay couples as married, lest the selfish grown-ups feel offended. Christian taxpayers who don’t want to pay for the next generation of children to be indoctrinated to believe that marriage can be between two men or two women must be forced to pay for government to indoctrinate children to believe in redefined marriage, lest the selfish grown-ups feel offended.

Now suppose a man is considering marriage to a young, unmarried woman. It’s likely that she supports gay marriage, given what the polls show and what exit polls show. Now if a woman thinks that it’s OK to deprive a child of a mother or of a father and expose children to a notion of marriage that deprives them of stability, sexual faithfulness and permanence, then should the man marry her? I think that a man should not marry such a woman. After all, if a woman is willing to deprive a child of a mother or a father and of the interaction between a man and a woman cooperating in marriage, then she will certainly be willing to deprive any children she has with him of his presence, since she already believes that fathers are expendable and that the selfishness of adults trumps the needs of children.

The way forward

What can we do to fix young, unmarried women so that they are more pro-life and more pro-marriage, like men already are? Well, men are pro-life and pro-marriage because we read pro-life and pro-marriage books and because we watch debates on abortion and marriage. Men like to focus on things like logical arguments and scientific research. Men like to see pictures of the different development stages of unborn babies and read research papers about how same-sex marriage harms children and how welfare policies encourage women to have babies out of wedlock. Men are not inclined to decide moral views based on feelings, peer opinions and popular culture. In order to make young, unmarried women more pro-life and more pro-marriage, we should try to introduce them to more books and debates and scientific evidence, so that their views will change based on what is true, not based on feelings and peer pressure and cultural trends.

Podcasts

Zack Kopplin debates Casey Luskin on the Louisiana Science Education Act on the Michael Medved show

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The Michael Medved show is a national radio show broadcast out of Seattle, Washington. According to Talkers magazine, he has the fifth largest radio audience. He has a regular weekly segment on science and culture featuring  scholars from the Discovery Institute.

Here is the seventh segment from this past week, courtesy of the Intelligent Design: The Future podcast.

The MP3 file is available for download. (38 minutes)

The description is:

On this episode of ID the Future, the Medved Show hosts the CSC’s Casey Luskin and student Zack Kopplin, a leading activist in the effort to repeal the Louisiana Science Education Act. Luskin and Kopplin debate the implications of the Louisiana law for science education standards and whether or not the law promotes the teaching of creationism.

Each week, leading fellows from Discovery Institute will join Michael Medved to talk about the intersection of science and culture. Listen in live online or on your local Medved station, or stay tuned at ID the Future for the weekly podcast.

Topics: (I tried harder to get Kopplin’s statements right than with Dan Barker last week, because Kopplin isn’t as much a jerk as Barker)

  • Medved: Should teachers be forced to teach creationism in public schools?
  • Luskin: The Discovery Institute has never advocated that creationism be taught in public schools
  • Medved: Does the Louisiana law mandate that creationism be taught in public schools
  • Kopplin: Yes, the bill does because Bobby Jindal said that the bill teaches creationism
  • Luskin: (Reads the actual text of the law) the law EXPLICITLY STATES that teaching creationism is forbidden
  • Luskin: Governor Jindal is misinfored about the law, but if you look at the law it says NO CREATIONISM
  • Kopplin: I don’t care about what the law actually says, I’ll just repeat that Bobby Jindal thinks it’s creationism
  • Kopplin: Thirty years ago, there was an attempt to mandate creationism, therefore this law is doing the same thing
  • Medved: Are there any complaints that creationism is being taught in any schools after this law has been passed
  • Kopplin: No, I don’t know of any, but that’s not because there are none! Maybe there are some that I haven’t heard about yet
  • Medved: If you are taught something that you think is stupid, then is that automatically a violation of your rights?
  • Kopplin: Because you cannot allow the progress of science to call the religion of naturalism into question
  • Luskin: About that Jindal quote – he was talking about what he wanted to pass, not the law that actually passed
  • Luskin: (reads the text of the law again) The law explicitly says that teachign creationism in the classroom is prohibited
  • Luskin: Intelligent design is not creationism. Creationism starts with the Bible. Intelligent Design starts with science
  • Luskin: The law only supports teaching both sides of things that are already in the curriculum
  • Luskin: ID is not already in the curriculum, therefore, the law does not allow it to be discussed
  • Medved: Take Stephen C. Meyer’s book on the origin of life, could that be used in the classroom?
  • Kopplin: I am not very familiar with Meyer’s book, but if it is critical of Darwinism and naturalism, then it should not be taught. I don’t need to read it before I can censor it
  • Luskin: Meyer’s book advocates for ID, so it should not be taught in science classrooms
  • Luskin: non-ID science papers that are critical of Darwinism should be allowed in science classroom so students get both sides
  • Medved: Consider this brand new Oxford University Press book that is critical of Darwinian mechanisms, authored by Masatoshi Nei who is at Penn State University professor (written up on Evolution News)
  • Medved: Should this research critical of Darwinism be allowed in science classrooms?
  • Kopplin: I don’t know if this book should be allowed in science classrooms
  • Kopplin: I already know without reading anything though that there will never be evidence that supports intelligent design
  • Kopplin: There is no evidence against Darwinism and there is no controversy and there is no disagreement among scientists
  • Luskin: There are hundreds of papers in mainstream science peer-reviewed publications critical of Darwinism
  • Luskin: (lists a stack of papers critical of core tenets of Darwinian theory from respect science journals in the last few years)
  • Luskin: Masatoshi Nei recently posted a comment critical of the usefulness of the mutation-selection mechanism
  • Luskin: The real issue is whether students are allowed to hear mainstream scientific criticisms of Darwinism in the science classroom
  • Medved: Is it OK for a teacher to admit that on a specific issue in science, that there is no credible naturalistic explanation?
  • Kopplin: I am a history major, so I don’t want to comment on whether it is OK to admit that naturalism doesn’t explain everything
  • Luskin: A Harvard chemist says that the origin of life is an open issue in this peer-reviewed journal article
  • Luskin: Teachers should be allowed to say that there is no accepted naturalistic explanation for the origin of life
  • Luskin: teachers should NOT be teaching religion, or creationism, or even intelligent design in science classrooms
  • Luskin: but teachers should be allowed to say what the Harvard chemist said in that peer-reviewed article in the science classroom
  • Kopplin: there was a creationist woman who sat next to the Discovery Institute person when the law was being debated
  • Kopplin: so based on that there is a scary hidden creationist agenda behind the law which is not reflected in the actual text law
  • Luskin: Um, that woman has no connection to the Discovery Institute
  • Luskin: seating arrangement at the hearings were pre-determined, not selected by those in attendance
  • Luskin: what about people who are pushing Darwinism, who are anti-religious atheists and humanists? should they be disqualified?
  • Luskin: we should not discredit the arguments of either side based on speculations about their motives – what counts is the evidence
  • Kopplin: but I have a letter signed by lots of Nobel-prize winning scientists that opposes the Lousiana science education law
  • Luskin: but that letter never actually quotes from the law, it is critiquing views that have nothing to do with the actual law
  • Medved: Summarize your views
  • Kopplin: Criticism of Darwinism and naturalism using mainstream scientific evidence SHOULD NOT be allowed in the science classroom
  • Liskin: Criticism of Darwinism and naturalism using mainstream scientific evidence SHOULD be allowed in the science classroom

And there is a period of questions from the callers.

This episode features a debate, so it is not to be missed. it is always a good idea to hear both sides. Unfortunately, ID people are the only ones who think that both sides should be heard.

I subscribe to the ID the Future podcast, and I really recommend that you do as well!

Previous entries

News

Report: growth in homeschooling is outpacing new public school enrollments

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From Breitbart.com. (H/T ECM)

Excerpt:

A recent report in Education News states that, since 1999, the number of children who are homeschooled has increased by 75%. Though homeschooled children represent only 4% of all school-age children nationwide, the number of children whose parents choose to educate them at home rather than a traditional academic setting is growing seven times faster than the number of children enrolling in grades K-12 every year.

As homeschooling has become increasingly popular, common myths that have long been associated with the practice of homeschooling have been debunked.

Any concerns about the quality of education children receive by their parents can be put to rest by the consistently high placement of homeschooled students on standardized assessment exams. Data demonstrates that those who are independently educated generally score between the 65th and 89th percentile on these measures, while those in traditional academic settings average at around the 50th percentile. In addition, achievement gaps between sexes, income levels, or ethnicity—all of which have plagued public schools around the country—do not exist in homeschooling environments.

According to the report:

Recent studies laud homeschoolers’ academic success, noting their significantly higher ACT-Composite scores as high schoolers and higher grade point averages as college students. Yet surprisingly, the average expenditure for the education of a homeschooled child, per year, is $500 to $600, compared to an average expenditure of $10,000 per child, per year, for public school students.

The high achievement level of homeschoolers is readily recognized by recruiters from some of the best colleges in the nation. Home-educated children matriculate in colleges and attain a four-year degree at much higher rates than their counterparts from both public and private schools. Schools such as Massachusetts Institute of Technology, Harvard, Stanford, and Duke Universities all actively recruit homeschoolers.

The post also cites another study that puts to rest the “socialization” nonsense objection to homeschooling.

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