Tag Archives: Disparity

News

Public school punishes student for punching bully

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According Wikipedia, “Huntington Beach High School (HBHS) is a public high school in Huntington Beach, California. Built in 1906, it is part of the Huntington Beach Union High School District. HBHS is a California Distinguished School. Huntington Beach High School is also the home of the Academy for the Performing Arts.”

Consider this article from the UK Daily Mail.

It says:

A California teenager has been hailed as a hero after he rushed to help a blind classmate being beaten up by a bully.

Shocking footage of the attack, filmed by a bystander, shows the ‘visually impaired’ student being repeatedly hit round the head during lunch break at Huntington Beach High School, California on Wednesday.

The assault only ends when the high school intervenes by knocking the bully to the ground with a single punch.

A California teenager has been hailed as a hero after he rushed to help a blind classmate being beaten up by a bully.

Shocking footage of the attack, filmed by a bystander, shows the ‘visually impaired’ student being repeatedly hit round the head during lunch break at Huntington Beach High School, California on Wednesday.

The assault only ends when the high school intervenes by knocking the bully to the ground with a single punch.

Now why is this happening? Why is it that the use of force to resolve conflicts between good and evil are frowned upon in public schools?

I think there are two reasons. One, schools tend to frown on objective morality, and try to teach kids that everyone constructs their own moral view is as valid as anyone else’s. In practice this means that might makes right, since there is no objective morality to appeal to in a relativistic system. The school doesn’t want to step in and take a side here, because they don’t believe that anyone is right or wrong. Second, there is a war against boys in the public schools. Teachers and administrators teach that the natural inclinations of boys to punish evil with force are bad. And they escalate that from the stomp-the-bully level to the anti-police level to the anti-war level. There is no good use of force ever, ever, ever, if you ask these teachers and administrators.

Why is there this emphasis on compassion over moral standards, and this war against male nature in the schools?

ABC News reports that there is a huge disparity between the numbers of male and female teachers.

Excerpt:

For the past 20 years, the numbers of male teachers in elementary and middle school grades have stagnated at about 16 to 18 percent, according to MenTeach, an organization whose mission is to increase the number of males working with young children.

There were no statistics for grades K-3, but in 2011, the most recent year for which there are data, only slightly more than 2 percent of kindergarten and preschool teachers were male.

“The gap and discrepancy between girls’ performance and boys’ performance is growing ever more marked,” said Massachusetts psychologist Michael Thompson, co-author of the groundbreaking 2000 book “Raising Cain,” which argues that society shortchanges boys.

“There are lots of explanations for it,” he said. “One is the nature of the elementary classroom. It’s more feminized and it does turn boys off, perhaps because they are in trouble more or because the teaching style is more geared to girls’ brains.

Some students go through public schools and never see a male teacher.

Men and women are different when it comes to moral judgments, and the use of force against evil, either in self-defense or in war. Men are traditionally more likely to see the use of force against evil as morally praiseworthy. Since there are few male teachers in the schools, naturally this sort of broad condemnation of all violence and all war as wrong is much more accepted – and taught to children. Either in the classroom, or through suspensions and other punishments. And the suspensions and other punishments are for things as small as drawing anything military, or chewing your sandwich into the shape of a gun, or… punching a bully who is attacking a blind kid.

When we as a nation wonder why people walk past others in distress instead of doing something, we should not underestimate the messages that children receive in public schools. The moral courage to oppose evil is beaten out of children in public schools, because they are being taught by those who see no moral value to self-defense against evil or any kind of use of force against evil. My advice is to not send your kids to public schools, especially boys.

An excellent resource to read about discrimination against boys and traditional boy behaviors is “The War Against Boys”, 2nd edition, by moderate feminist Christina Hoff Sommers.

Commentary

Is universal common ancestry based on established facts?

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Casey Luskin wrote a wonderful article called “A Primer on the Tree of Life” that will help you to consider whether universal common ancestry is true.

Excerpt:

Evolutionists often claim that universal common ancestry and the “tree of life” are established facts. One recent opinion article argued, “The evidence that all life, plants and animals, humans and fruit flies, evolved from a common ancestor by mutation and natural selection is beyond theory. It is a fact. Anyone who takes the time to read the evidence with an open mind will join scientists and the well-educated.”1 The take-home message is that if you doubt Darwin’s tree of life, you’re ignorant. No one wants to be ridiculed, so it’s a lot easier to buy the rhetoric and “join scientists and the well-educated.”

But what is the evidence for their claim, and how much of it is based upon assumptions? The truth is that common ancestry is merely an assumption that governs interpretation of the data, not an undeniable conclusion, and whenever data contradicts expectations of common descent, evolutionists resort to a variety of different ad hoc rationalizations to save common descent from being falsified.

Here are two of the four evidences he looks at:

Molecular phylogenies

…the cover story of the journal New Scientist… titled, “Why Darwin was wrong about the tree of life.” …reported that “The problem was that different genes told contradictory evolutionary stories.” The article observed that with the sequencing of the genes and proteins of various living organisms, the tree of life fell apart…

You get completely different molecular phylogenies depending on which gene or protein you analyze from the organism. If UCA were true, all the genes and proteins would have to give similar molecular phylogenies. Casey also addresses horizontal gene transfer.

Convergent evolution

One data-point that might suggest common design rather than common descent is the gene “pax-6.” Pax-6 is one of those pesky instances where extreme genetic similarity popped up in a place totally unexpected and unpredicted by evolutionary biology. In short, scientists have discovered that organisms as diverse as jellyfish, arthropods, mollusks, and vertebrates all use pax-6 to control development of their very distinct types of eyes. Because their eye-types are so different, it previously hadn’t been thought that these organisms even shared a common ancestor with an eye.

Here, you have the same gene being used for the same function in different organisms that do not share a common ancestor.

Homologies and Morphological phylogenies

Casey goes on to look at the evidence from homologies and the disparities between molecular phylogenies and morphological phylogenies, (e.g. – Cytochrome B). Casey’s article is worth looking at, especially if you have never considered the case against universal common ancestry.