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Comment: Re:What is the issue here? (Score 1) 511

by CurryCamel (#47769511) Attached to: Limiting the Teaching of the Scientific Process In Ohio

Can you really think that learning to think critically is less important than rote facts here?

No. And that is just the strawman I've seen over and over again.
Teaching the scientific process is trivial. Learning the accumulated data it has given us is not. Focus where it is due. Nobody (that I have seen) is suggesting not to teach the process aswell.

If schools aren't allowed to teach evolution because some people consider it a "religious or political"

Again, the strawman. Why could the facts of evolution not be taught? They look pretty overwhelming to me, and even if taught without any interpretations.
That is the beauty of science. Any crackpot ideas die on their own accord, if "political or religious" interpretations are not allowed. If an idiot kid does draw the wrong conclusions from the evidence its their loss - and you just argued for their right to do so.

Comment: What is the issue here? (Score 1) 511

by CurryCamel (#47766009) Attached to: Limiting the Teaching of the Scientific Process In Ohio

Seems to be 100% flames above. But what is so wrong with the suggestion:

focus on academic and scientific knowledge rather than scientific processes; and prohibit political or religious interpretation of scientific facts in favor of another.

A school's idea is to give a general understanding to the students in things. Since there has ben a huge amount of science done over the past few milennia, isn't it only natural that these researched facts get the focus rather than the process? The other way round means making everyone re-invent the wheel, leading to them learing about that particular "wheel" ony and missing the big picture.

Understanding the scientific process is essential, but that is not something one can really teach above a pretty basic level. It follows automatically for anyone who even tries to think at all. Sure, there are in-depth topics like error margins on your Amp-meter or ethical questions in medicine. But focusing on such matter over the accumulation of facts is a complete waste of students' time. At least untill they reach university levels.

The last part of prohibiting religious or political interpretation of facts is just plain good manners, and essential in any conversation with an american. Of course, it could be just me that never have heard a non-political argument on the climate denialists part, nor a non-religious interpretation of facts suggesting creationism.

So what is the fuss here? The above comments are full of strawman, smokescreen and ad hominem arguments. Did I miss the one that answers my doubts?

Comment: Re:Could someone please explain to me (Score 1) 129

Perhaps we are looking at this the wrong way round?
Could it be that their intention was to block all of SoMe, politics and wikipedia, to allow students to concentrate, discourage c&p homework, and to encourage students to think for themselves?
The "think of the children, block the pr0n" is just a cover.

Comment: Re:Report missing/wrong documentation as a bug (Score 1) 430

Mine does. It's hosted on github, so label the issue as "bug" if the documentation is wrong, or "enhancement" if it is missing.
I promise nobody is going to flame you, and the fact that you show interest probably will make the documentation appear, even if you don't contribute it yourself.

Comment: Re:Why 80% (Score 1) 278

by CurryCamel (#47437187) Attached to: William Binney: NSA Records and Stores 80% of All US Audio Calls

American companies and companies in 5 eyes countries build most of the worlds telephone and internet systems.

At least Ericsson, Huawei, NSN and Alcatel-Lucent beg to differ...

So long as the NSA pays for the fiber, why would anyone object?

Let's route all our traffic once around the globe, just to get increase the lag?

No, does not compute.

Take an astronaut to launch.