Tag Archives: Homeschool

Commentary

Christian homeschooling mom recommends teaching kids to think through policies

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Here is a neat post from Lydia McGrew, Ph.D, a homeschooling mom.

Excerpt:

As we Protestant conservatives view with great dismay what seems to us the hair-tearing foolishness of a new generation of young, “emergent” evangelicals spouting the platitudes of the left and getting their priorities all messed up, either abandoning or downplaying the pro-life movement, voting Democrat, and embracing left-wing economics, we need to think of something that cannot be said too often: What the left wants is not what is best for the poor, the weak, the little guy. In fact, we can sometimes even go farther: The left does not want what is best for the poor and the weak. Viz. the Obama administration’s willingness to shut down Catholic hospitals, Catholic charities, and anyone else who won’t toe the line on his HHS mandate. Viz. the Obama administration’s cutting off the Catholic bishops’ funding for anti-trafficking, because they wouldn’t refer for abortions. Viz. the left’s shut-down of adoption agencies that won’t place children with homosexual couples. The list goes on and on.

And there is more: The actual economic policies advocated by the left mean fewer jobs, higher prices, and small businesses pushed out by high regulatory costs, all of which is very bad for the people who need jobs the most. We’re seeing this right now with the economic burden of Obamacare, but that’s only one example. The actual environmental policies advocated by the left are radically anti-human and will result in grave economic harm both to our own country and, even more, to developing countries. I have just been reading a book I hope to write more about later, Merchants of Despair by Robert Zubrin. In it he chronicles case after case after case of leftist policies that have harmed the poorest of the poor in Third-World countries, from coercive population control to crackdowns forcing Third-World countries to eschew the advantages of more nutritious modified grains.

When our young people are growing up we Christians and conservatives often teach them biblical principles, and that is very good. But we also need to teach them economic principles. We need to teach them that there is no free lunch. We need to have them read books like Zubrin’s and like Thomas Sowell’s The Vision of the Anointed. We need to talk through with them the ways that policies that sound oh-so-kind to “make things free” or “force employers to pay more” or “give health insurance to everyone” actually harm the people they are meant to help. We need to expose to them the viciously anti-human underside of the environmental movement, as well as its empirical fecklessness.

This one is a must-read! Please click through and read the whole thing, especially if you have Christian children.

Lydia’s group blog “What’s Wrong With the World?” is also good reading.

Mentoring

A parent’s guide to intelligent design and science education

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An excellent PDF report prepared by the Discovery Institute’s Center for Science and Culture.

Here are the contents:

Introduction

  • Part 1: What Is Intelligent Design?
  • Part 2: What Is Evolution?
  • Part 3: What are the Scientific Problems with Neo-Darwinian Evolution?
  • Part 4: How Can Parents Influence Evolution-Education in Local Schools?
  • Part 5: What is Theistic Evolution?
  • Part 6: What Can Parents do to Support Intelligent Design?
  • Part 7: Basic Tips for Parents and Students
  • Part 8: Recommended Resources

First, there’s a definition of intelligent design: (the thing that people in the news media never define correctly!)

Intelligent design (“ID”) is a scientific theory which holds that some features of the universe and living things are best explained by an intelligent cause rather than an undirected process such as natural selection. ID theorists argue that design can be inferred by studying the informational properties of natural objects to determine if they bear the type of information that, in our experience, arises from an intelligent cause.

Proponents of neo-Darwinian evolution contend that the information in life arose via purposeless, blind, and unguided processes. ID proponents contend that the information in life arose via purposeful, intelligently guided processes. Both claims are scientifically testable using scientific methods employed by standard historical sciences. ID is based upon the claim that there are “telltale features of living systems and the universe which are best explained by an intelligent cause.”

Scientists investigating ID compare observations of how intelligent agents design things to observations of phenomena whose origin is unknown. Human intelligent agents provide a large dataset for studying the products of the action of intelligent agents. Mathematician and philosopher William Dembski observes that “[t]he principal characteristic of intelligent agency is directed contingency, or what we call choice.” When “an intelligent agent acts, it chooses from a range of competing possibilities” to create some complex and specified event. Dembski calls ID “a theory of information” where “information becomes a reliable indicator of design as well as as a proper object for scientific investigation.” ID seeks to find in nature the types of information which are known to be produced by intelligent agents, thus inferring a prior action of intelligence.

The type of information which indicates design is generally called “specified complexity” or “complex and specified information” (CSI). Dembski suggests that design can be detected when one finds a rare or highly unlikely event (making it complex) that conforms to an independently derived pattern (making it specified).

Intelligent design looks at features of nature, like cosmic fine-tuning and DNA, and infers an intelligent cause because of the nature of the effect. Information is best explained by an intelligence. Computer programs are best explained by an intelligence. Blog posts are best explained by an intelligence. Cross stitched art is best explained by an intelligence. Intelligence can create complex things that are composed of simple parts that are sequenced together in such a way that they have meaning and purpose that is independent of the properties of the components themselves.

Here’s a good video explaining intelligent design applied to biological information in proteins and DNA: (suitable for complete beginners)

For anyone who is looking for a good basic book on intelligent design, I recommend “The Politically Incorrect Guide to Darwinism and Intelligent Design” by Johnathan Wells. He holds a Ph.D in biology from the University of California at Berkeley. The best intermediate book on intelligent design is Stephen Meyer’s “Signature in the Cell“. He has a Ph.D in the philosophy of science from Cambridge University. The best advanced book is Michael Behe’s “The Edge of Evolution“. He has a Ph.D in biochemistry from the University of Pennsylvania. For Christians looking to understand the relationship between science, evolution and monotheism, I recommend “God and Evolution” edited by Jay Richards. He has a Ph.D in philosophy and theology from Princeton University.

News

Louisiana governor Bobby Jindal unveils education reform plan

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Here are the details on Bobby Jindal’s new education plan, from New Orleans Online Access.

Excerpt:

 Gov. Bobby Jindal on Tuesday outlined a far-reaching set of proposals aimed at improving education in Louisiana, including a state-wide voucher program for low-income students, an expansion of autonomous charter schools and steps to link a teachers’ classroom performance to their job protections and their compensation. The governor has been promising for months now to make education reform the centerpiece of his second-term agenda.

[…]The voucher program may prove the most controversial aspect of the plan. Jindal is proposing to help pay tuition at private and parochial schools for any child of a low-income family who attends a school that receives a letter grade of C, D or F.

More than 70 percent of Louisiana’s public schools would fall into that category, opening up districts across the state to competition for public funding from private institutions. Parents who opt out of those public schools would be able to take the public funding set aside for their child with them to pay for tuition.

Voucher opponents argue that offering private school tuition siphons money away from public education, but the governor is framing the idea as a way to put decision-making in the hands of parents.

Also toward that end, Jindal is proposing to fast-track the approval of new charter schools for proven charter operators. Charters are publicly funded but privately managed and typically overseen by nonprofit boards. They compete with traditional public schools in their area for students.

Jindal is also proposing to end regular annual pay increases for teachers based on years in the classroom, ban the use of seniority in all personnel decisions and weaken the power that local school boards have in hiring and firing decisions in favor of superintendents.

Teachers coming into the classroom for the first time would also see major changes under Jindal’s plan: districts would have greater flexibility to establish their own pay scales for new teachers and tenure would be set aside only for those who earn high ratings on evaluations five years in a row.

I thought it might be helpful to also post this quick introduction to the issue of school choice, from the Cato Institute.

I don’t agree with the Cato Institute on everything, but they’re right on this issue. The Heritage Foundation also has 3 small videos explaining school choice – with cartoons!

There’s an even longer video narrated by John Stossel that you can watch, that really explains the why school reform matters – and why it’s a conservative issue. Like the sex-selection abortion issue that I blogged about here before, this is an issue that conservatives need to seize on. Here, we can really let our compassionate side show by helping the poorest students, especially those in visible minorities, who simply cannot get a quality education in a public school monopoly that is not responsive to the needs of parents, or their children. This is an issue where we can win – the only losers are the educational bureaucrats and the teacher unions. But the kids are more important.