Once again, I think we are going to disagree because of how we view the nature of religious beliefs. I don't view it as any different than another sort of knowledge, and I'm not going to pretend knowledge at all doesn't exist until my children are old enough to properly think critically(which can go into the late teens and adulthood).
Your request that I be neutral on religion with my children is the exact same thing as you a request that I should be neutral on the idea of holocaust denial, or (again, because I like them so much) reptilian overlords, or the shape of the Earth. It is all knowledge, it is all the same sort of thing and there is no reason to treat religion differently in terms of neutrality. If anything, given its import one should find themselves far more apt to bring their child up in the correct information.
I don't think you understand my position. What I'm saying is that it's better to focus on the
process than the outcome. This is by no means neutral to things like reptilian overlords or holocaust denial, because it's based entirely in logic, reason, and critical thinking, so it's diametrically opposed to ideas that are based in illogic, lack of reason, or uncritical acceptance.
I think you create a double standard for religion compared to other sectors of knowledge. Either, once again, we view religion through entirely different lenses, or you must wish the shut down of schools, the purveyors of knowledge without questioning, until the same age as you find it acceptable to influence on religion.
Did your schools try to dump knowledge into you without questioning? If so, that's unfortunate. Mine did a good job (IMO) of teaching critical thinking and the mental tools needed to evaluate new ideas. We learned some facts (lots of facts, actually), but I can't think of any cases where they were given without an opportunity to test them: when we were presented with an idea in science class, this was followed up with a lab session for us to test the idea for ourselves. Even when we learned Shakespeare's Richard III in English, we learned about other historical accounts of Richard III's life in History and were given asked lots of questions about how we should try to figure out what happened when we have conflicting accounts.
Absolutely, no disagreement there, and hopefully they'll be as confident as me.
I think you confuse the fact that I plan to raise children in the truth in their formative years with the idea that I would somehow demand they assent to it later (one can't force assent).
I think you intend to shape them into someone who will believe in the Catholic Church, no?
I'm asking, in regards to the teapot or dragon argument to ridicule.
I don't think that Russell's Teapot and Sagan's Dragon don't so much ridicule as they expose the underlying absurdity of assenting to ideas without proof: it's easy to think of an almost infinite spectrum of things that have no evidence but can't be disproven. Accepting some but not others is inconsistent and arbitrary.
What would you have the hypothetical person do? What would you do if you knew something to be true but could not demonstrate it? Would you just be quiet about it, ignore that you discovered a truth? That is what the flying teapot demands.
Frankly, I can't think of anything that I knew to be true but had no external evidence.
I mean, I was trying to think of what might fit that bill. The only thing that popped into my head was "my emotions", but I realized that even that would fail, since when I act in accordance with those emotions, those actions are external evidence for what I know.
Another reason why specifics matter here: the nature of the "knowledge" can imply predictions of its own. For instance, if what I "know" is that a deity exists, and that this deity is trying to instill faith in him in every person, then it would make no sense for him to give a message only to me. At the very least, I'd expect that there would be many other people out there who have also received revelations, and that their "knowledge" and mine would be perfectly compatible.
... and if many people with no prior relationship could all be shown to have the same knowledge that they could not have obtained by conventional means, that itself would be evidence.
Also, Occam's Razor is far from compelling. It has general application, but when dealing with specifics is very lacking.
I disagree, though this might be a matter of different perspectives on the same thing. I think it's a very useful tool, but not always perfect. If you consider anything less than perfect to be "very lacking", I suppose that's your prerogative, but I don't.