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Guru Granth Sahib
Composition, Arrangement & Layout
ਜਪੁ | Jup
ਸੋ ਦਰੁ | So Dar
ਸੋਹਿਲਾ | Sohilaa
ਰਾਗੁ ਸਿਰੀਰਾਗੁ | Raag Siree-Raag
Gurbani (14-53)
Ashtpadiyan (53-71)
Gurbani (71-74)
Pahre (74-78)
Chhant (78-81)
Vanjara (81-82)
Vaar Siri Raag (83-91)
Bhagat Bani (91-93)
ਰਾਗੁ ਮਾਝ | Raag Maajh
Gurbani (94-109)
Ashtpadi (109)
Ashtpadiyan (110-129)
Ashtpadi (129-130)
Ashtpadiyan (130-133)
Bara Maha (133-136)
Din Raen (136-137)
Vaar Maajh Ki (137-150)
ਰਾਗੁ ਗਉੜੀ | Raag Gauree
Gurbani (151-185)
Quartets/Couplets (185-220)
Ashtpadiyan (220-234)
Karhalei (234-235)
Ashtpadiyan (235-242)
Chhant (242-249)
Baavan Akhari (250-262)
Sukhmani (262-296)
Thittee (296-300)
Gauree kii Vaar (300-323)
Gurbani (323-330)
Ashtpadiyan (330-340)
Baavan Akhari (340-343)
Thintteen (343-344)
Vaar Kabir (344-345)
Bhagat Bani (345-346)
ਰਾਗੁ ਆਸਾ | Raag Aasaa
Gurbani (347-348)
Chaupaday (348-364)
Panchpadde (364-365)
Kaafee (365-409)
Aasaavaree (409-411)
Ashtpadiyan (411-432)
Patee (432-435)
Chhant (435-462)
Vaar Aasaa (462-475)
Bhagat Bani (475-488)
ਰਾਗੁ ਗੂਜਰੀ | Raag Goojaree
Gurbani (489-503)
Ashtpadiyan (503-508)
Vaar Gujari (508-517)
Vaar Gujari (517-526)
ਰਾਗੁ ਦੇਵਗੰਧਾਰੀ | Raag Dayv-Gandhaaree
Gurbani (527-536)
ਰਾਗੁ ਬਿਹਾਗੜਾ | Raag Bihaagraa
Gurbani (537-556)
Chhant (538-548)
Vaar Bihaagraa (548-556)
ਰਾਗੁ ਵਡਹੰਸ | Raag Wadhans
Gurbani (557-564)
Ashtpadiyan (564-565)
Chhant (565-575)
Ghoriaan (575-578)
Alaahaniiaa (578-582)
Vaar Wadhans (582-594)
ਰਾਗੁ ਸੋਰਠਿ | Raag Sorath
Gurbani (595-634)
Asatpadhiya (634-642)
Vaar Sorath (642-659)
ਰਾਗੁ ਧਨਾਸਰੀ | Raag Dhanasaree
Gurbani (660-685)
Astpadhiya (685-687)
Chhant (687-691)
Bhagat Bani (691-695)
ਰਾਗੁ ਜੈਤਸਰੀ | Raag Jaitsree
Gurbani (696-703)
Chhant (703-705)
Vaar Jaitsaree (705-710)
Bhagat Bani (710)
ਰਾਗੁ ਟੋਡੀ | Raag Todee
ਰਾਗੁ ਬੈਰਾੜੀ | Raag Bairaaree
ਰਾਗੁ ਤਿਲੰਗ | Raag Tilang
Gurbani (721-727)
Bhagat Bani (727)
ਰਾਗੁ ਸੂਹੀ | Raag Suhi
Gurbani (728-750)
Ashtpadiyan (750-761)
Kaafee (761-762)
Suchajee (762)
Gunvantee (763)
Chhant (763-785)
Vaar Soohee (785-792)
Bhagat Bani (792-794)
ਰਾਗੁ ਬਿਲਾਵਲੁ | Raag Bilaaval
Gurbani (795-831)
Ashtpadiyan (831-838)
Thitteen (838-840)
Vaar Sat (841-843)
Chhant (843-848)
Vaar Bilaaval (849-855)
Bhagat Bani (855-858)
ਰਾਗੁ ਗੋਂਡ | Raag Gond
Gurbani (859-869)
Ashtpadiyan (869)
Bhagat Bani (870-875)
ਰਾਗੁ ਰਾਮਕਲੀ | Raag Ramkalee
Ashtpadiyan (902-916)
Gurbani (876-902)
Anand (917-922)
Sadd (923-924)
Chhant (924-929)
Dakhnee (929-938)
Sidh Gosat (938-946)
Vaar Ramkalee (947-968)
ਰਾਗੁ ਨਟ ਨਾਰਾਇਨ | Raag Nat Narayan
Gurbani (975-980)
Ashtpadiyan (980-983)
ਰਾਗੁ ਮਾਲੀ ਗਉੜਾ | Raag Maalee Gauraa
Gurbani (984-988)
Bhagat Bani (988)
ਰਾਗੁ ਮਾਰੂ | Raag Maaroo
Gurbani (889-1008)
Ashtpadiyan (1008-1014)
Kaafee (1014-1016)
Ashtpadiyan (1016-1019)
Anjulian (1019-1020)
Solhe (1020-1033)
Dakhni (1033-1043)
ਰਾਗੁ ਤੁਖਾਰੀ | Raag Tukhaari
Bara Maha (1107-1110)
Chhant (1110-1117)
ਰਾਗੁ ਕੇਦਾਰਾ | Raag Kedara
Gurbani (1118-1123)
Bhagat Bani (1123-1124)
ਰਾਗੁ ਭੈਰਉ | Raag Bhairo
Gurbani (1125-1152)
Partaal (1153)
Ashtpadiyan (1153-1167)
ਰਾਗੁ ਬਸੰਤੁ | Raag Basant
Gurbani (1168-1187)
Ashtpadiyan (1187-1193)
Vaar Basant (1193-1196)
ਰਾਗੁ ਸਾਰਗ | Raag Saarag
Gurbani (1197-1200)
Partaal (1200-1231)
Ashtpadiyan (1232-1236)
Chhant (1236-1237)
Vaar Saarang (1237-1253)
ਰਾਗੁ ਮਲਾਰ | Raag Malaar
Gurbani (1254-1293)
Partaal (1265-1273)
Ashtpadiyan (1273-1278)
Chhant (1278)
Vaar Malaar (1278-91)
Bhagat Bani (1292-93)
ਰਾਗੁ ਕਾਨੜਾ | Raag Kaanraa
Gurbani (1294-96)
Partaal (1296-1318)
Ashtpadiyan (1308-1312)
Chhant (1312)
Vaar Kaanraa
Bhagat Bani (1318)
ਰਾਗੁ ਕਲਿਆਨ | Raag Kalyaan
Gurbani (1319-23)
Ashtpadiyan (1323-26)
ਰਾਗੁ ਪ੍ਰਭਾਤੀ | Raag Prabhaatee
Gurbani (1327-1341)
Ashtpadiyan (1342-51)
ਰਾਗੁ ਜੈਜਾਵੰਤੀ | Raag Jaijaiwanti
Gurbani (1352-53)
Salok | Gatha | Phunahe | Chaubole | Swayiye
Sehskritee Mahala 1
Sehskritee Mahala 5
Gaathaa Mahala 5
Phunhay Mahala 5
Chaubolae Mahala 5
Shaloks Bhagat Kabir
Shaloks Sheikh Farid
Swaiyyae Mahala 5
Swaiyyae in Praise of Gurus
Shaloks in Addition To Vaars
Shalok Ninth Mehl
Mundavanee Mehl 5
ਰਾਗ ਮਾਲਾ, Raag Maalaa
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<blockquote data-quote="spnadmin" data-source="post: 187998" data-attributes="member: 35"><p>I think this short excerpt from a very long lecture given by Dr. Sheldon Gottlieb tot he Harbinger Association </p><p></p><p>WHAT IS SCIENCE?</p><p></p><p>by Sheldon Gottlieb </p><p><a href="http://www.theharbinger.org/articles/rel_sci/gottlieb.html" target="_blank">http://www.theharbinger.org/articles/rel_sci/gottlieb.html</a></p><p></p><p>Let me start by telling you a story. Last September my wife and I toured the Canadian Yukon and Alaska as a 40th wedding anniversary gift to ourselves. In Alaska, at a trading store where my wife was purchasing some souvenirs for the children and grandchildren, I met a young man who is a science teacher during the academic year at a local denominational senior high school and who doubles as a store clerk during the summer. He was excited to learn that I was both a professional research scientist and an educator. We spoke for awhile and then discussed the teaching of controversial subjects such as evolution.</p><p></p><p>Suddenly, in response to one of my questions, he made a statement that sent shivers up my spine and left me to despair about the quality of science education those students in the far north were being exposed to. He said: "After all, you do have to admit that facts are only as good as the theory on which they are based." Even after I tried to explain to him that he had it backwords, he, a science teacher, failed to grasp one of the most fundamental aspects of the working of science: scientific theories are derived from facts and not the other way around. ...</p><p></p><p></p><p></p><p>I promised you that I would explain why that statement made by the young man in Alaska is primarily a religious statement and why the erroneous answers of my students to the true-false question: "Data are only as good as the theory on which they are based" is also religiously based.</p><p></p><p>First, let me point out that when I was teaching anatomy and physiology one of my favorite true-false questions was: In humans, males have one less rib than women. It was unbelievable how many students got that question wrong despite the fact that they had text books and they had both male and female skeletons in the lab to work on. Inevitably, the students who got that rib question wrong were those who believed in the literal interpretation of Bible stories. They let their religious beliefs with which they were indoctrinated from the time they were born take precedence over their own observations and facts.</p><p></p><p>I realized that the man in Alaska was making religious statement when I remembered that one way in which religion differs from science is that religion starts with a conclusion and everything else must be interpreted to meet the dictates of that conclusion. The young man in Alaska had a couple of conclusions (evolution does not occur and nature tests faith) and only those data that fit his preconceived conclusions would be considered valid by him. Observations that cannot be made to fit his preformed conclusions are either to be discarded or disregarded.</p><p></p><p>The students in my classes who do not understand the difference between faith and fact are ready to discard anything that did not fit their preconceived ideas. These are ideas that they were indoctrinated with from their earliest years, just like the students with the rib question. The young woman in my class who said that she did not desire to know about evolution because it contradicted that which she was taught as a child and that she did not want to be the only kid in the playground who knows the truth about Santa Claus is an excellent example of people who discard and disregard data in the name of religion.</p><p></p><p>The discarding and disregarding of data -- even the falsification of concepts -- are very prevalent in creationist literature pertaining to the denial of evolution.</p><p></p><p>The discarding and disregarding of data is exactly the opposite of what occurs in science, as I have tried to explain to you. Should scientists discard or disregard data, there are others who will quickly remind them of the existence of the information. This is one of the areas in which science demonstrates its dynamic, self-correcting nature. The requirement of considering all scientifically derived evidence is what makes science the most honest of human endeavors.</p><p></p><p>In closing, permit me to show you just one social consequence of not understanding the proper functioning of science, of not understanding the differences between science and religion, and the need for understanding definitions of words and using them in their proper context.</p><p></p><p>I will use as an example a subject I have referred to several times tonight, namely evolution and the unnecessary and non-sensical evolution/creation controversy. It is unnecessary and non-sensical for the following reasons. When creationists discuss evolution they deliberately use the word theory on the lowest intellectual level as evidenced by the ridiculous insert required in Alabama textbooks. They refuse to use the same terminology as do scientists. If they did, they would not have any bases for their arguments.</p><p></p><p>By playing to the scientific ignorance of the general public they can and do create intellectual, social, and political confusion and havoc. They even deliberately distort the nature of the controversy. By appealing to the courts, in which they have repeatedly lost, the creationists are also creating further confusion in the minds of the public.</p><p></p><p>From my discussion, I hope it is clear that issues of science can only be solved in one place and one place only, and that one place is the laboratory. That place is not in courts of law. That issues of science cannot be solved in courts of law is one of the great lessons taught by the Scopes Trial and by subsequent court decisions.</p><p></p><p>A court of law is not equipped to solve issues of science. Only people engaged in science who challenge ideas based on evidence that meets scientific rigor are best equipped to challenge scientific ideas.</p><p></p><p>By permitting such issues of science to come before courts of law only underscores the scientific illiteracy of those in our legal system. By permitting the courts to adjudicate issues of science we are not only seeing but participating in the denial of science and also we are witnessing and participating in its perversion. Simultaneously we are also seeing and participating in the perversion of the law. Society is asking the law to do that which it is not equipped or qualified to do. It is also costing the public unnecessary expenditure of vast sums of money while creating sociopolitical rancor.</p><p></p><p>This, in part, is what I meant when I said early on that there are sub- cultures in our society that are trying to undermine the essence of science. People who accept unsubstantiated beliefs and faith and the words of authority figures as scientific truths are not equipped to challenge scientific data and the ideas based thereon on scientific grounds.</p></blockquote><p></p>
[QUOTE="spnadmin, post: 187998, member: 35"] I think this short excerpt from a very long lecture given by Dr. Sheldon Gottlieb tot he Harbinger Association WHAT IS SCIENCE? by Sheldon Gottlieb [url]http://www.theharbinger.org/articles/rel_sci/gottlieb.html[/url] Let me start by telling you a story. Last September my wife and I toured the Canadian Yukon and Alaska as a 40th wedding anniversary gift to ourselves. In Alaska, at a trading store where my wife was purchasing some souvenirs for the children and grandchildren, I met a young man who is a science teacher during the academic year at a local denominational senior high school and who doubles as a store clerk during the summer. He was excited to learn that I was both a professional research scientist and an educator. We spoke for awhile and then discussed the teaching of controversial subjects such as evolution. Suddenly, in response to one of my questions, he made a statement that sent shivers up my spine and left me to despair about the quality of science education those students in the far north were being exposed to. He said: "After all, you do have to admit that facts are only as good as the theory on which they are based." Even after I tried to explain to him that he had it backwords, he, a science teacher, failed to grasp one of the most fundamental aspects of the working of science: scientific theories are derived from facts and not the other way around. ... I promised you that I would explain why that statement made by the young man in Alaska is primarily a religious statement and why the erroneous answers of my students to the true-false question: "Data are only as good as the theory on which they are based" is also religiously based. First, let me point out that when I was teaching anatomy and physiology one of my favorite true-false questions was: In humans, males have one less rib than women. It was unbelievable how many students got that question wrong despite the fact that they had text books and they had both male and female skeletons in the lab to work on. Inevitably, the students who got that rib question wrong were those who believed in the literal interpretation of Bible stories. They let their religious beliefs with which they were indoctrinated from the time they were born take precedence over their own observations and facts. I realized that the man in Alaska was making religious statement when I remembered that one way in which religion differs from science is that religion starts with a conclusion and everything else must be interpreted to meet the dictates of that conclusion. The young man in Alaska had a couple of conclusions (evolution does not occur and nature tests faith) and only those data that fit his preconceived conclusions would be considered valid by him. Observations that cannot be made to fit his preformed conclusions are either to be discarded or disregarded. The students in my classes who do not understand the difference between faith and fact are ready to discard anything that did not fit their preconceived ideas. These are ideas that they were indoctrinated with from their earliest years, just like the students with the rib question. The young woman in my class who said that she did not desire to know about evolution because it contradicted that which she was taught as a child and that she did not want to be the only kid in the playground who knows the truth about Santa Claus is an excellent example of people who discard and disregard data in the name of religion. The discarding and disregarding of data -- even the falsification of concepts -- are very prevalent in creationist literature pertaining to the denial of evolution. The discarding and disregarding of data is exactly the opposite of what occurs in science, as I have tried to explain to you. Should scientists discard or disregard data, there are others who will quickly remind them of the existence of the information. This is one of the areas in which science demonstrates its dynamic, self-correcting nature. The requirement of considering all scientifically derived evidence is what makes science the most honest of human endeavors. In closing, permit me to show you just one social consequence of not understanding the proper functioning of science, of not understanding the differences between science and religion, and the need for understanding definitions of words and using them in their proper context. I will use as an example a subject I have referred to several times tonight, namely evolution and the unnecessary and non-sensical evolution/creation controversy. It is unnecessary and non-sensical for the following reasons. When creationists discuss evolution they deliberately use the word theory on the lowest intellectual level as evidenced by the ridiculous insert required in Alabama textbooks. They refuse to use the same terminology as do scientists. If they did, they would not have any bases for their arguments. By playing to the scientific ignorance of the general public they can and do create intellectual, social, and political confusion and havoc. They even deliberately distort the nature of the controversy. By appealing to the courts, in which they have repeatedly lost, the creationists are also creating further confusion in the minds of the public. From my discussion, I hope it is clear that issues of science can only be solved in one place and one place only, and that one place is the laboratory. That place is not in courts of law. That issues of science cannot be solved in courts of law is one of the great lessons taught by the Scopes Trial and by subsequent court decisions. A court of law is not equipped to solve issues of science. Only people engaged in science who challenge ideas based on evidence that meets scientific rigor are best equipped to challenge scientific ideas. By permitting such issues of science to come before courts of law only underscores the scientific illiteracy of those in our legal system. By permitting the courts to adjudicate issues of science we are not only seeing but participating in the denial of science and also we are witnessing and participating in its perversion. Simultaneously we are also seeing and participating in the perversion of the law. Society is asking the law to do that which it is not equipped or qualified to do. It is also costing the public unnecessary expenditure of vast sums of money while creating sociopolitical rancor. This, in part, is what I meant when I said early on that there are sub- cultures in our society that are trying to undermine the essence of science. People who accept unsubstantiated beliefs and faith and the words of authority figures as scientific truths are not equipped to challenge scientific data and the ideas based thereon on scientific grounds. [/QUOTE]
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