Can adding "God" into the public school improve our international academic standing?
Debate Rounds (3)
I would pose that there is no cause and effect relationship in the manner used by the groups that desires more religion in our schools and that there is more likely a cause and effect relationship in attempting to restrict educational content to the limits of knowledge in the 1950's and to subjects that do not provide evidence against the belief in a god or gods has hindered our growth as compared to other countries.
I believe the starting point should be to show that despite current law interpretations by the federal and supreme courts, religious beliefs are still rampant in our schools. Many times they are not noticed by parents and therefore not reported as the specific violations may be shared by the parents core belief system. Regardless of the specific number of unrelated instances, we only have to recall the media coverage on the "War on Christmas" to realize that there are still numerous accounts where religious ideology is creeping into our public schools. As I have been involved in this arena, most of the cases prefer to file after the holidays so as to avoid the emotional dramas and have the cases upheld by merit alone. As of October 2013, there were 6 cases involving the first amendment that had been heard by the Supreme Court during the 2013 calendar year. These were just the finalist that one party or the other couldn't accept the prior judgements. Many more were denied merit to be heard as the previous verdict was considered on solid legal ground. The actual number of cases filed in each federal district is incredible and most of these cases are settled rather quickly and quietly by the local State Dept of Education's insurance providers. Obviously, despite the law and hypocrisy of violating the law to promote religious morality, religion is still where it doesn't belong.
In tying this to our current standings and trending in those standings, our 15 year old children participate in the PISA and our current score values are consistent to what they have been since 2000. Yet in comparing those values to other countries, we are consistently in decline as to our ranking. We fall behind Slovakia, Poland, Portugal, Russia and many more countries that only 20 years ago would have seemed impossible.
Use science to explore and understand, math to validate and quantify, and literacy to communicate and share with others.
As to one of my original arguments, and I write about a specific ideal of god and religion when I point out that teaching a belief system's ideal of creation as opposed to evolution, we do not teach current knowledge but a popular belief. If in teaching creationism we limit our scientific classroom lessons to a time before the human genome mapping, to a time before atomic theory or to a time of limited geologic knowledge in order to avoid discrediting a belief, we will never improve our PISA scores and rankings. My own kids have come home from school confused because their teacher told them evolution was wrong because carbon 14 dating doesn't work. This they learned from their science teacher. When even teachers ignore scientific evidence in order to insulate their beliefs from knowledge, how can they not pass that ignorance on to our children.
JJaka99 forfeited this round.
1. A religion that endorses a closed view on society limits a students ability to be open to new information and views. If taught, religions should be taught side by side as valuable and important in social offerings yet as individuals tend to be bias toward one or the other, a truly unbiased class is probably impossible and therefore damaging.
2. A religion that would endorse unethical, immoral and illegal actions in the name of promoting ethics and morals behavior would set examples that the end justifies the means and would promote cheating in class and ultimately leave the student lacking in the knowledge.
3. A religion that refuses to accept and teach information and knowledge that contradicts core religious beliefs will ultimately limit the knowledge bases and exposure of critical information to the students.
4. A religion that teaches pseudoscience as science endangers students to misunderstand scientific processes and definitions of scientific terms.
Any one of the criteria should stand on its own as being ultimately detrimental to a student becoming proficient in academics as compared on a international standard.
JJaka99 forfeited this round.
1 votes has been placed for this debate.
Vote Placed by Wylted 2 years ago
|Agreed with before the debate:||-||-||0 points|
|Agreed with after the debate:||-||-||0 points|
|Who had better conduct:||-||-||1 point|
|Had better spelling and grammar:||-||-||1 point|
|Made more convincing arguments:||-||-||3 points|
|Used the most reliable sources:||-||-||2 points|
|Total points awarded:||4||0|
Reasons for voting decision: Conduct and argument go to con for forfeit. Pro didn't even make an attempt to show causation as opposed to correlation.
You are not eligible to vote on this debate
This debate has been configured to only allow voters who meet the requirements set by the debaters. This debate either has an Elo score requirement or is to be voted on by a select panel of judges.