SELECTED
CONTENTS:
Home
Theory of Evolution
and Racism
Dawkins --A Dinosaur
Defends the Indefensible
Other
Letters and My Comments
School Choice
in
African American
Education
Home-School
Advocate
Texas
Essay
Eighth
Grade Test
Other
Articles of Interest
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"...every
group that wishes to see conflicting interests resolved reasonably,
or is wise about the conditions under which it enjoys its own
freedom, must be profoundly concerned with the state of freedom of
speech and assembly, freedom of inquiry and teaching, freedom of
press and other forms of communication, freedom of cultural
opportunity and development. For in large measure intelligent
moral choice depends upon them."
--Sidney Hook (1902-1988), disciple of John Dewey, and champion of
pragmatism and democracy
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Malisa
Myers
--A
Schleunes'
Student Reacts
I
want to thank Malisa M. Myers for writing to us.
She wrote to Goodschools.com from the University
of North Carolina, Greensboro. Ms. Myers took
issue with our article on the underlying racism of Darwinism,
as it has been explained on this web site.
Following is her initial letter in total, and my response.
(There is now a follow-up letter
from Ms. Myers.)
Dear Sir,
I do not agree with your viewpoints (in my
opinion, those quoted
apparently did not pay much attention in Genetics
class), but what I
cannot abide is that you are sullying the good name of
one of my
professors, Dr. Karl A. Schleunes, by quoting him to
tenuously uphold your
reactionary views (FYI, Hitler spelled his first name 'Adolf'
and
read neither ON THE ORIGIN OF SPECIES nor Wallace's
texts. There, you are confusing Social Darwinist
racists with Darwinism.) In any case, since it
is doubtful that you obtained Dr. Schleunes' permission
to quote him, the honest thing to do would be to either
remove his text or put a note to the
effect that you have stolen his words and that the
author does not exactly
share your viewpoint.
Regards,
M.
Myers
I
responded:
Dear
M. Myers:
Thank you for your comments. I respect your
right and desire to defend your
point of view. However, your professor, Karl A.
Schleunes did write and
publish the words I quoted:
"Darwin's notion of struggle
for survival was quickly appropriated by
the racist ... such a struggle, legitimized by the
latest scientific views,
justified the racists' conception of superior and
inferior peoples ... and
validated the conflict between them." (Karl
A. Schleunes, The Twisted Road
To Auchwitz (Urbana, IL: University of Illinois Press,
1970)p. 30 , 32.
M. Myers, the mere fact that you are unhappy with the
effect Darwin's works
had on the Zeitgeist in no way permits you to pretend
Dr. Schleunes never
wrote those words. There is no interpretation
necessary. I did not quote
him out of context. His words are
self-explanatory. ...And, I would ask,
"Since when does one seek (or need to seek)
permission to quote a short
excerpt from a published document, provided one does
not wrongly attribute
the source of the quote, quote incorrectly or out of
context, and provided
one properly cites the source?" My
dear M. Myers, I did the "honest"
thing. I quoted your man accurately, attributed
the words correctly, and
cited my source. When you state that I
need to do the "honest" thing, you
are implying that I did something
"dishonest." I resent that
attribution.
If you are going to make accusations such as that,
then you need to back
them up.
If you are as anxious as you seem to be about
exploding the notion that
Darwinism is blatantly racist, then do something
intelligent to that end.
Refute my arguments, do not just get mad because I do
not think the way you
think I should think.
I found one of your other comments especially
interesting, and quite
correct: You wrote: "...in my
opinion, those quoted [in the Goodschools
article on Darwinism] apparently did not pay much
attention in Genetics
class." I would agree totally with that
statement. The fact is, both on
the high school level, and in the colleges, for the
most part students are
taught by teachers and professors who have themselves
come through the same system of regurgitation. -- our infamous schools of
education. The schools of education in the United States are a total waste of
funds and manpower. Most students are taught by "mind-numbed robots"
who, when it had been their turn to think, were
similarly sidetracked by their instructors. Most
would not recognize a primary source if they tripped over it, or
a logical thought process if it bit them on their behind. Thank God for those
who do not listen in Genetics Class!
At another point you call my views
"reactionary." If you are using that
adjective as a pejorative, then I suggest you be
prepared to back it up
better than you did in your letter. For
instance, when I called Darwin's
theory a "racist theory," I then
effectively defended my claim. You simply
call my views reactionary, and then move on. You
do nothing to show them to
be so. Typically, that is what people with
very weak arguments do. It is
done for effect and is akin to name calling.
Most contemporary Darwinists,
such as Richard Dawkins, are famous for name calling,
and equally famous for
weak arguments (See my article on Dawkins
on this site)
--Mike
PS: Thanks for setting me straight on the
correct spelling of 'Adolf'
Hitler. My spell checker changed 'Adolf'
to 'Adolph' in some places. I
will correct that immediately. Thanks again for
your good thoughts, and
feel free to respond.
(There
is now a follow-up letter from Ms. Myers.)
Would
you like to see related letters and my comments?
--Mike
Carrier (MA, NYU--Graduate School of Arts and Science)
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This site features a frank
presentation of issues facing parents, taxpayers and schools in
reforming schools in the twenty-first century. Good Schools
promotes good schools, and explains what is necessary to achieve
good schools. We are convinced that good schools can be
obtained only with sound curriculum, which does not include the
teaching of Darwin's theory of origin, or Darwin's theory of
evolution. We believe that local school boards need to be
empowered, and the influence of teachers' unions ought to be limited
to labor-related issues. Teachers' unions should have no
say in curriculum.
We are convinced that the
teachings of Darwin, particularly Darwin's teachings on evolution,
and Darwin's theories on origins, ought not be taught as fact.
Darwin and Darwin's theories are not generally accepted by
contemporary physicists and cosmologists, and, therefore, Darwin and
Darwin's theories ought not be accepted whole-cloth by our schools
of education, and ought not be presented as fact in public schools.
Because Richard Dawkins has set
himself up as the number one defender of Darwin and Darwin's theory
of evolution, we will go to some length explaining Dawkins' Darwin
defenses, and we will do our best to explode Dawkins' Darwin
defenses.
We seek to show from Darwin's own
hand that Darwin, and Darwin's theory of evolution, are racist at
the core. Darwin was a racist, Darwin's theory of
evolution is racist, and Darwin's theory of origins is racist.
We further seek to show that
Darwin's theory of evolution is not scientific. We show that
racism, more than science, was behind Darwin and Darwin's theory of
evolution, and Darwin's theory of origins.
Some of the terms commonly used on
this site are: Darwin, Dawkins, schools, public schools,
education, gun control, teachers, John Dewey, Littleton, racist,
racism , school choice, African American, Sidney Hook, evolution,
and Mike Carrier.
Bottom line--good schools require
work. Good schools do not just happen. We need good
schools, if we are to have a good nation.
This site features a frank
presentation of issues facing parents, taxpayers and schools in
reforming schools in the twenty-first century. Good Schools
promotes good schools, and explains what is necessary to achieve
good schools. We are convinced that good schools can be
obtained only with sound curriculum, which does not include the
teaching of Darwin's theory of origin, or Darwin's theory of
evolution. We believe that local school boards need to be
empowered, and the influence of teachers' unions ought to be limited
to labor-related issues. Teachers' unions should have no
say in curriculum.
We are convinced that the
teachings of Darwin, particularly Darwin's teachings on evolution,
and Darwin's theories on origins, ought not be taught as fact.
Darwin and Darwin's theories are not generally accepted by
contemporary physicists and cosmologists, and, therefore, Darwin and
Darwin's theories ought not be accepted whole-cloth by our schools
of education, and ought not be presented as fact in public schools.
Because Richard Dawkins has set
himself up as the number one defender of Darwin and Darwin's theory
of evolution, we will go to some length explaining Dawkins' Darwin
defenses, and we will do our best to explode Dawkins' Darwin
defenses.
We seek to show from Darwin's own
hand that Darwin, and Darwin's theory of evolution, are racist at
the core. Darwin was a racist, Darwin's theory of
evolution is racist, and Darwin's theory of origins is racist.
We further seek to show that
Darwin's theory of evolution is not scientific. We show that
racism, more than science, was behind Darwin and Darwin's theory of
evolution, and Darwin's theory of origins.
Some of the terms commonly used on
this site are: Darwin, Dawkins, schools, public schools,
education, gun control, teachers, John Dewey, Littleton, racist,
racism , school choice, African American, Sidney Hook, evolution,
and Mike Carrier.
Bottom line--good schools require
work. Good schools do not just happen. We need good
schools, if we are to have a good nation.
This site features a frank
presentation of issues facing parents, taxpayers and schools in
reforming schools in the twenty-first century. Good Schools
promotes good schools, and explains what is necessary to achieve
good schools. We are convinced that good schools can be
obtained only with sound curriculum, which does not include the
teaching of Darwin's theory of origin, or Darwin's theory of
evolution. We believe that local school boards need to be
empowered, and the influence of teachers' unions ought to be limited
to labor-related issues. Teachers' unions should have no
say in curriculum.
We are convinced that the
teachings of Darwin, particularly Darwin's teachings on evolution,
and Darwin's theories on origins, ought not be taught as fact.
Darwin and Darwin's theories are not generally accepted by
contemporary physicists and cosmologists, and, therefore, Darwin and
Darwin's theories ought not be accepted whole-cloth by our schools
of education, and ought not be presented as fact in public schools.
Because Richard Dawkins has set
himself up as the number one defender of Darwin and Darwin's theory
of evolution, we will go to some length explaining Dawkins' Darwin
defenses, and we will do our best to explode Dawkins' Darwin
defenses.
We seek to show from Darwin's own
hand that Darwin, and Darwin's theory of evolution, are racist at
the core. Darwin was a racist, Darwin's theory of
evolution is racist, and Darwin's theory of origins is racist.
We further seek to show that
Darwin's theory of evolution is not scientific. We show that
racism, more than science, was behind Darwin and Darwin's theory of
evolution, and Darwin's theory of origins.
Some of the terms commonly used on
this site are: Darwin, Dawkins, schools, public schools,
education, gun control, teachers, John Dewey, Littleton, racist,
racism , school choice, African American, Sidney Hook, evolution,
and Mike Carrier.
Bottom line--good schools require
work. Good schools do not just happen. We need good
schools, if we are to have a good nation.
This site features a frank
presentation of issues facing parents, taxpayers and schools in
reforming schools in the twenty-first century. Good Schools
promotes good schools, and explains what is necessary to achieve
good schools. We are convinced that good schools can be
obtained only with sound curriculum, which does not include the
teaching of Darwin's theory of origin, or Darwin's theory of
evolution. We believe that local school boards need to be
empowered, and the influence of teachers' unions ought to be limited
to labor-related issues. Teachers' unions should have no
say in curriculum.
We are convinced that the
teachings of Darwin, particularly Darwin's teachings on evolution,
and Darwin's theories on origins, ought not be taught as fact.
Darwin and Darwin's theories are not generally accepted by
contemporary physicists and cosmologists, and, therefore, Darwin and
Darwin's theories ought not be accepted whole-cloth by our schools
of education, and ought not be presented as fact in public schools.
Because Richard Dawkins has set
himself up as the number one defender of Darwin and Darwin's theory
of evolution, we will go to some length explaining Dawkins' Darwin
defenses, and we will do our best to explode Dawkins' Darwin
defenses.
We seek to show from Darwin's own
hand that Darwin, and Darwin's theory of evolution, are racist at
the core. Darwin was a racist, Darwin's theory of
evolution is racist, and Darwin's theory of origins is racist.
We further seek to show that
Darwin's theory of evolution is not scientific. We show that
racism, more than science, was behind Darwin and Darwin's theory of
evolution, and Darwin's theory of origins.
Some of the terms commonly used on
this site are: Darwin, Dawkins, schools, public schools,
education, gun control, teachers, John Dewey, Littleton, racist,
racism , school choice, African American, Sidney Hook, evolution,
and Mike Carrier.
Bottom line--good schools require
work. Good schools do not just happen. We need good
schools, if we are to have a good nation.
This site features a frank
presentation of issues facing parents, taxpayers and schools in
reforming schools in the twenty-first century. Good Schools
promotes good schools, and explains what is necessary to achieve
good schools. We are convinced that good schools can be
obtained only with sound curriculum, which does not include the
teaching of Darwin's theory of origin, or Darwin's theory of
evolution. We believe that local school boards need to be
empowered, and the influence of teachers' unions ought to be limited
to labor-related issues. Teachers' unions should have no
say in curriculum.
We are convinced that the
teachings of Darwin, particularly Darwin's teachings on evolution,
and Darwin's theories on origins, ought not be taught as fact.
Darwin and Darwin's theories are not generally accepted by
contemporary physicists and cosmologists, and, therefore, Darwin and
Darwin's theories ought not be accepted whole-cloth by our schools
of education, and ought not be presented as fact in public schools.
Because Richard Dawkins has set
himself up as the number one defender of Darwin and Darwin's theory
of evolution, we will go to some length explaining Dawkins' Darwin
defenses, and we will do our best to explode Dawkins' Darwin
defenses.
We seek to show from Darwin's own
hand that Darwin, and Darwin's theory of evolution, are racist at
the core. Darwin was a racist, Darwin's theory of
evolution is racist, and Darwin's theory of origins is racist.
We further seek to show that
Darwin's theory of evolution is not scientific. We show that
racism, more than science, was behind Darwin and Darwin's theory of
evolution, and Darwin's theory of origins.
Some of the terms commonly used on
this site are: Darwin, Dawkins, schools, public schools,
education, gun control, teachers, John Dewey, Littleton, racist,
racism , school choice, African American, Sidney Hook, evolution,
and Mike Carrier.
Bottom line--good schools require
work. Good schools do not just happen. We need good
schools, if we are to have a good nation.
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