Haha. Ok I found this quote online and I will assume it's a real quote:
It is time for students of the evolutionary process, especially those who have been misquoted and used by the creationists, to state clearly that evolution is a fact, not theory, and that what is at issue within biology are questions of details of the process and the relative importance of different mechanisms of evolution. It is a fact that the earth with liquid water, is more than 3.6 billion years old. It is a fact that cellular life has been around for at least half of that period and that organized multicellular life is at least 800 million years old. It is a fact that major life forms now on earth were not at all represented in the past. There were no birds or mammals 250 million years ago. It is a fact that major life forms of the past areillion no longer living. There used to be dinosaurs and Pithecanthropus, and there are none now. It is a fact that all living forms come from previous living forms. Therefore, all present forms of life arose from ancestral forms that were different. Birds arose from nonbirds and humans from nonhumans. No person who pretends to any understanding of the natural world can deny these facts any more than she or he can deny that the earth is round, rotates on its axis, and revolves around the sun.
The controversies about evolution lie in the realm of the relative importance of various forces in molding evolution.
- R. C. Lewontin "Evolution/Creation Debate: A Time for Truth" Bioscience 31, 559 (1981) reprinted in Evolution versus Creationism, op cit.
This guy may very well be correct on every point. I have no problem with that. None of this threatens my view of life or of God. But, are we really so smart that we know with absolute certainty that we got all of this right? Aren't there any nonreligious, non-creationist scientists who would challenge the assertion that these are absolutely irrefutable facts?
Lets see what is "fact" and what is not:
It is a fact that the earth with liquid water, is more than 3.6 billion years old.
- that is a "fact"
It is a fact that cellular life has been around for at least half of that period and that organized multicellular life is at least 800 million years old.
- that is a "fact"
It is a fact that major life forms now on earth were not at all represented in the past.
- that is a "fact"
There were no birds or mammals 250 million years ago.
- that is a "fact"
It is a fact that major life forms of the past areillion no longer living.
- that is a "fact"
There used to be dinosaurs and Pithecanthropus, and there are none now.
- that is a "fact"
It is a fact that all living forms come from previous living forms.
- that is a "fact" with the exception of the initial "life form," but abiogensis is a different question and most authorities are of the opinion that it occurred once and only once, the pregenerative factors and the initial form's head start assuring the demise of any competitors.
Therefore, all present forms of life arose from ancestral forms that were different.
- that is a "fact
Birds arose from nonbirds and humans from nonhumans.
- that is a "fact"
No person who pretends to any understanding of the natural world can deny these facts any more than she or he can deny that the earth is round, rotates on its axis, and revolves around the sun.
- a reasonable inference.
The controversies about evolution lie in the realm of the relative importance of various forces in molding evolution.
- absolutely!
Ok, you guys may get tired of hearing this from me. No matter how you slice it, I don't accept that all life came from a single living organism roughly 800 million+ year ago, with the same degree of certitude that I accept that a couch is in my living room. Call me crazy.
OK, "You're crazy!" No, you're not, but you do seem to be missing the level of perspicacity that comes with graduate level training in the field and a little inductive reasoning. Inductive reasoning is a logical process in which multiple premises, all believed true or found true most of the time, are combined to obtain a specific conclusion. It is in the inductive process that most (you too, I suspect) have trouble. The philosophical definition of inductive reasoning is more nuanced than simple progression from particular/individual instances to broader generalizations. Rather, the premises of an inductive argument indicate some degree of support (probability) for the conclusion but do not not entail it; that is, they suggest truth but do not ensure it. Induction goes from an observation to a theory which accounts for the observation, ideally seeking to find the simplest and most likely explanation. In inductive reasoning (unlike deductive reasoning, which most people are more familiar and comfortable with) the premises do not guarantee the conclusion. One can understand inductive reasoning as "inference to the best explanation". Deductive reasoning contrasts with induction thusly: In deductive reasoning, a conclusion is reached reductively, by applying general rules that hold over the entirety of a closed domain, iteratively narrowing the range under consideration, until only the conclusion(s) is left. In inductive reasoning, the conclusion is reached by generalizing or extrapolating from, e.g., epistemic uncertainty (systematic uncertainty, which is due to things we could in principle know but don't in practice. This may be because we have not measured a quantity sufficiently accurately, or because our model neglects certain effects, or because particular data are deliberately hidden) rather than aleatoric (statistical uncertainty, which is representative of unknowns that differ each time we run the same experiment. For example, a single arrow shot with a mechanical bow that exactly duplicates each launch: the same acceleration, altitude, direction and final velocity, will not all impact the same point on the target due to random and complicated vibrations of the arrow shaft, the knowledge of which cannot be determined sufficiently to eliminate the resulting scatter of impact points. The argument here is obviously in the definition of "cannot". Just because we cannot measure sufficiently with our currently available measurement devices does not preclude necessarily the existence of such information, which would move this uncertainty into the systematic uncertainty category.
So what does all this (much cribbed from a passel of wiki entries) mean? Let me try to use your couch example. Lets say that we blind you, does this change the certitude that you have that there is a couch in your living room?
I want to express another view, which is tangential to this discussion. Religious scientists, who believe that God created the world, and who espouse any particular dogma concerning how or when that happened, should never let those views bias their science. Science must be studied, evaluated, and taught in the classroom with absolutely no influence from religious beliefs. If a scientist discovers something which challenges his faith, he must run with it anyway, with the same conviction as would an atheist. Otherwise he is not a true scientist.
Here we are in complete agreement. The problem is that all the Mormon "scientists" I have come across do not (especially with regards to anachronisms of the BoM and Reformed Egyptian) fail the litmus test that you promulgate.
Evolution bothers some Mormons, but it does not bother others. It doesn't bother me. Now, take for example Brigham Young University, which is owned by my church and which exists in part to provide a strong religious atmosphere for fellow Mormons. I fully expect science professors to teach evolution exactly the same as it would be taught at UCLA or any other reputable university, regardless of whether or not any professors or students have trouble reconciling it with their religious views.
What is taught a BYU concerning the Pleistocene extinction of large New World ungulates? What is taught at BYU concerning the genome of Amerinds? The facts of these issues are in direct conflict with the LDS church.
And, I believe it is taught that way at BYU.
No, I do not believe that it is, even with respect to evolution. BYU evolution courses do not supersede the official 1909 First Presidency statement which is the predominant item in the BYU Evolution Packet (
http://www.sciencemeetsreligion.org/lds/byu-packet.php). The 1909 statement is easily and usually interpreted as anti-evolutionary. Duane Jeffery himself has called it "anti-science" and "
quite anti-evolutionary."
However, since BYU is a religious school with a religious as well as academic mission, it's perfectly appropriate for a professor of science to conclude his lesson on evolution with his personal religious convictions that there is a God and that God created the world. None of that is done to negate his lesson on science.
That goes to the heart of the matter. When fact and church policy are at odds, what is the responsible and moral thing to do?
Yes, that could be another thread, but I wanted to mention it anyway.
Please go ahead and start one.
Glad to hear it.