contiued
I have no idea what part of the world you live But in most of what was the British empire and in most of the countries of Europe, medicine, doctors, hospitals, education, schools, colleges, universities, orphanages, and almost all of the do-good charities were dominated and run by or run under the auspices of the "Christian" 'church'. If you live in the U.S of A (I have just been sent the following www.eadshome.com/QuotesoftheFounders.htm) the country was actually founded upon Christianity.
To test the value or importance of, for example, a particular aspect of a proposition (or in fact any thing) is to remove the aspect and then asses the efficacy of the proposition without the aspect. If in this case you were to completely remove the involvement and the influences and impact of Christianity from the creation of your country the chances are that you would never have been born. If you were to remove the same from you own life (read the above paragraph) the chances are you would not be alive. This is what in our family we called the subtraction test. (a test that not a few "scientists" and intellectuals should try using)
This maybe over the top, but because it seems difficult for some people to accept that they have been influenced by the effects of "Christianity"
So Mohan and anyone else with my earlier post's in mind all that one has to do is to take the proposition that "what is called, 'Christian' influence on Mankind is responsible for the present state of humanity (including you who are reading this) and responsible for the condition of the world caused by human activity." and consider the evolution (i.e. the rationale and reasons for the changes) of all of the individual things and aspects which make our sophisticated society possible. I have already mentioned 'From The ten commandments to the laws which gives us our individual freedom and all of that stuff like democracy with its worldwide influence and implications. Look at the evolution of health and hygiene, food availability and distribution, care for the poor and infirm, etc, etc. and relate that to global overpopulation; and then, relate over populations contribution to global degradation. Look at the role and the evolution of institutionalised Christian academic and vocational education; look at the evolution and the number of socially pivotal secular institutions, centres, organisations which includes hospitals, etc which have in their title the word Saint or Christian and consider the motives for their inception and consider their local and world wide influences etc, etc. Consider the vast amount of non renewable global resources which have been used to fulfil the wont of Christians desire to help and improve the lot of their fellow man, as in 'home' and international aid etc, etc Consider the ecclesiastical sources of all of "western" music and its influences on the whole world, etc. Consider the percentage of China's, direct and indirect, economic and industrial development which can be directly attributed to the production of Christmas and Easter presents and paraphernalia; and then consider its contribution to the "economic" down turn of the "west", etc, etc, etc, as I have said elsewhere;
If you are still in doubt, the thing now to do is the subtraction test.
Interestingly you wrote "nobody has the right to judge another's choice", in understanding my proposition it would be necessary, of course, for you to understand where the 'right' comes from and also where the sentiment that prompted you to use that term comes from. In a world where people operate only on expediency, where 'might is right' the sentiment would not exist.
We are all products of how we have responded to our perceptions of our environment.
You mentioned a child getting burned on the finger which will almost certainly have some effect as would being severely burned whilst trapped and terrified in a burning building which almost certainly would have a greater and almost certainly a permanent life influencing or even life controlling effect. You also mentioned that we are what we believe in. this last part is easily tested (if one still wants to understand of course) Just take pen and paper and actually physically write a list of the things you believe in, spending a minute studying each thing after you have written it. You will be surprised, if you had been honest, how little you do believe.
But the statement means a great deal more than the being burned example implies. Nearly everything about you, your shape, your health, demeanour, personality and character, and even the things that you called your beliefs etc is the result of what you have done, or to be more accurate, what you learned from what you had done in the past even the fact that you are alive and able to read this is the result of have avoided being killed and having learned to read.
Quote:
One should understand however that the understanding of this 'Universal Law' or 'the Theory of Everything' stuff will almost certainly affect how one views ones position as a human being and indeed affect how one views ones own life. For example, take the question of "should Christianity, because it is such an integral part of this sophisticated society, be encouraged in schools"? not theoretically encouraged but encouraged in real life to real live physical poke with a stick and they cry children. Of course if you are a thinker,-you know;-like an intellectual, you would need some reference for the word "should" so what about something like "should for the sake of maintaining a degree of harmony in society" Or even "for the survival of society"
So, Should children be encouraged to learn and understand that all they are are just self programming independent biological machines, and that they have no inherent purpose for existing? Should they be given to understand the "scientific" reality is that any roles or aspirations, that any rhyme or reason for being here will have to be psychologically contrived in the future? Should they be given to understand they are only an assembly of lifeless chemicals which as the result of a few spontaneous electro-chemical reactions develop in them a delusion of 'self'? AND, Should children be encouraged to understand that the way to maintain their delusion of self should be no more that the pursuit of anything, using any expedience what so ever, that might appease the biological stresses which are caused by the spontaneous effects of particular chemicals in them responding to environmental influences thereby promoting activity for self gratification at any expense as the Dawkinites, his acolytes and disciples overtly encourage, and, as a great many other, supposedly intelligent, people who through ignorance or lack of concern inadvertently encourage? Then having so educated the children should we, that is you and I, who have this decency and morality thing as an integral aspect of our being (intellectually??) question, why 'they' act like 'they' do? and then question, how can we control, within the bounds of decency and law, what we have, or, what we have allowed to be created?
I can't answer your questions related to the above on account that they are too loaded and rather silly But, I would like to point out and for you to understand that at no point have I suggested that 'We' should not tell children they are biological robots. I just posed the question as to whether they should be encouraged to learn and understand that they are.
my regards ..arthur…[/SIZE]


LinkBack URL
About LinkBacks
Reply With Quote




