Discussion in Cracow

September 28, 2013 • 12:39 pm

You probably won’t want to watch this, as it’s long, the lights are dim, and half of it is in Polish, but I’m putting it up for the record. This is a series of four videos (I’ll embed one and give links to the other three) of a discussion I had in a coffee shop (“Punkt Ka”) in Cracow, Poland with a group of Polish rationalists.  It’s pure Q&A. They total about two hours, and you may want to listen just for a few minutes to hear how sequential translation works and what intellectual discourse sounds like in Polish.

The videos are hosted by Jacek Tabisz, the president of the Polish Rationalist Organization, and the event was hosted by that organization. The woman who introduces me is the amiable Kaja Bryx, the main organizer of my visit. The translator, Julian Jelinski, did a terrific job, which you’ll see if you understand Polish.

As you can see, the room was filled to overflowing. This was true of my lecture in Warsaw as well, and I see it not as a reflection of me so much as the thirst of isolated Polish rationalists for voices and validation from other nations.  Poland is one of the most religious countries in Europe (95% of Poles are Catholics), and although atheists are beginning to form secular organizations, religion is still dominant, and interaction with rationalists from other nations is most welcome.

First video:

Video 2

Video 3

Video 4

New Pinker anthology

September 28, 2013 • 11:15 am

While we’ve been waiting for The Writing Machine, aka Dr. Steven Pinker, to issue his forthcoming book on how to write science for public consumption, he’s come out with an anthology, Language, Cognition, and Human Nature. It’s out on Kindle now and you can get the dead-tree version on October 25.

The Amazon description is below:

This eclectic collection spans Pinker’s thirty-year career, exploring his favorite themes in greater depth and scientific detail. It includes thirteen of Pinker’s classic articles, ranging over topics such as language development in children, mental imagery, the recognition of shapes, the computational architecture of the mind, the meaning and uses of verbs, the evolution of language and cognition, the nature-nurture debate, and the logic of innuendo and euphemism. Each outlines a major theory or takes up an argument with another prominent scholar, such as Stephen Jay Gould, Noam Chomsky, or Richard Dawkins. Featuring a new introduction by Pinker that discusses his books and scholarly work, this collection reflects essential contributions to cognitive science by one of our leading thinkers and public intellectuals.

And I asked Steve to let my readers know what parts they might find most interesting. His response (published with permission):

What your readers would be most interested in are articles where I argue with some of the people you’ve taken on in WEIT–Massimo Piatelli-Palmarini (20 years before he wrote the book with Fodor that they could have called Why Evolution is False), Fodor himself (who wrote a book called The Mind Doesn’t Work That Way, “that way” being the way that I said the mind does work in How the Mind Works), and Chomsky, Hauser, & Fitch. The collection also includes my contribution to the festschrift for Richard Dawkins in which I explore deep commonalities between life and mind (the Times ran an excerpt and called it, “Yes, Genes Really Can Be Selfish”), and my PNAS article on “The Cognitive Niche” which you incisively critiqued when it came out. There’s also a piece called “Why Nature and Nurture Won’t Go Away.”

Pinker book

More trouble with Kansas: Christians sue to prevent implementation of science standards

September 28, 2013 • 8:28 am

So you think science and religion are compatible? Or that notions of their incompatibility are overblown, and there’s no real problem? Have a gander, then, at this piece from Raw Story.  A group called the Citizens for Objective Public Education (COPE), as well as several dozen minors, have filed a lawsuit in federal court (copy of complaint here) trying to prevent the state of Kansas from implementing its public-school science standards.

A second lawsuit has apparently been filed by the Pacific Justice Institute, whose webpage gives the suit’s grounds:

Families across Kansas became one step closer, today, to protecting their children from forced atheistic teaching in their public school system. Pacific Justice Institute filed a complaint in Federal District Court challenging the State Board of Education’s (BOE) adoption of certain science standards which would create a hostile learning environment for those of faith. The standards being challenged are the Next Generation Science Standards adopted by the BOE June 11, 2013, and the corresponding Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas.

In addition to citing numerous areas of law that the standards violate, the complaint cites that the standards cause the state “to promote religious beliefs that are inconsistent with the theistic religious beliefs of plaintiffs, thereby depriving them of the right to be free from government that favors one religious view over another.”

This is the old canard that teaching science is offensive to religious people because it pushes a materialistic view of the universe. In other words, teaching evolution, cosmology, or geology is an essentially atheistic act, one hostile to religion.  Note what the lawsuit says:

The F&S [Kansas science “framework and standards”] take impressionable children, beginning in Kindergarten, into the religious sphere by leading them to ask ultimate religious questions like what is the cause and nature of life and the universe – “where do we come from?”

3. These questions are ultimate religious questions because answers to them

profoundly relate the life of man to the world in which he lives. [“By its nature, religion – in the comprehensive sense in which the Constitution uses that word – is an aspect of human thought and action which profoundly relates the life of man to the world in which he lives.” (McGowan v. Maryland, 366 U.S. 420, 461 (1961) (Frankfurter, J. concurring, with Harlan, J.)]

4. These questions are exceedingly important as ancillary religious questions regarding the purpose of life and how it should be lived ethically and morally depend on whether one relates his life to the world through a creator or considers it to be a mere physical occurrence that ends on death per the laws of entropy.

5. However, instead of seeking to objectively inform children of the actual state of our scientific knowledge about these questions in an age appropriate and religiously neutral manner, the Standards use, without adequately disclosing, an Orthodoxy (defined in paragraphs 8 and 9) and a variety of other deceptive methods to lead impressionable children, beginning in Kindergarten, to answer the questions with only materialistic/atheistic answers.

6. Instead of explaining to students that science has not answered these religious questions, the F&S seek to cause them to accept that controversial materialistic/atheistic answers are valid.

7. The purpose of the indoctrination is to establish the religious Worldview, not to deliver to an age appropriate audience an objective and religiously neutral origins science education that seeks to inform.

8. The orthodoxy, called methodological naturalism or scientific materialism, holds that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that, supernatural and teleological or design conceptions of nature are invalid (the “Orthodoxy”).

This is straight out of the Wedge document playbook, which lays out an insidious plan to purge materialism and naturalism from schools. Here are some of the goals laid out by the Wedge document:

Picture 1

Both lawsuits are calling for the Kansas standards to be prevented from application, or, alternatively, altered so they don’t erode religious sentiments.

Here are the dire consequences that the PJI paints if the standards are used:

If the complete injunction against implementation of the standards is not granted, the complaint requests an alternative injunction that would stop these standards for grades K-8, and would allow the standards for grades 9-12 as long as the standards are objective “so as to produce a religiously neutral effect with respect to theistic and non-theistic religion.”

Brad Dacus, President of Pacific Justice Institute noted, “it’s an egregious violation of the rights of Americans to subject students—as young as five—to an authoritative figure such as a teacher who essentially tells them that their faith is wrong.” He continued, “it’s one thing to explore alternatives at an appropriate age, but to teach theory that is devoid of any alternative which aligns with the belief of people of faith is just wrong.”

The teacher is not telling students that their faith is wrong. That would violate the First Amendment. What the teacher is telling them are the findings of science.  If that has the effect of eroding students’ religious beliefs, well, that’s too damn bad.  The purpose of teaching science is a secular one, not meant to push atheism, so it doesn’t violate the Lemon test for the constitutionality of public education. As Steve Brown wrote on The Maddow Blog:

What I find especially fascinating about the argument is its implications. For COPE, the absence of religion is necessarily evidence of a “non-theistic religious worldview,” promoting “materialistic” or “atheistic” views. In other words, from their perspective, anything that’s secular should be seen as a rejection of religion.

By this reasoning, if you have lunch without a prayer, it’s an atheistic lunch. If you play baseball without including religion, it’s a “non-theistic” game. And a school teaches biology, it’s entangling itself in religion by omitting supernatural stories from science classes.

The Baptist Joint Committee says COPE is effectively pushing for “no science at all” in Kansas’ public schools, which I imagine is precisely the point.

The reason these ludicrous suits are being filed is, of course, that the religious plaintiffs recognize the incompatibility between their faith and science. They know that exposure to the facts of science will erode the ungrounded but comforting superstitions in they’ve indoctrinated their children. What better evidence could we have for the incompatibility of religion and science? Does the Clergy Letter Project, or the National Center for Science Education think that their accommodationist claims will prevent lawsuits like this? It hasn’t worked so far. The religious understand perfectly well the implications of science.

h/t: NoNamesLeft0102, Diane

Here, There, and Everywhere

September 28, 2013 • 4:13 am

Lest you think I’ve forgotten my Beatles songs, I haven’t: there are nine favorites to go. Revolver (1966), my favorite Beatles album, contains this gem: a lovely ballad that comes in at #25 on Rolling Stone’s list of the 100 greatest Beatles songs. It’s pure McCartney (with his voice multi-tracked), though of course the writing credits go to Lennon/McCartney. The tune is surprisingly melancholy for a love song. Another surprise is its melodic complexity: tons of diverse parts that interlock seamlessly.

I share the composers’ sentiments, and by that I include Lennon, who isn’t known for his fondness of non-edgy ballads:

McCartney has repeatedly identified it as one of his best compositions, a sentiment echoed by his songwriting partner: Lennon told Playboy in 1980 that it was “one of my favorite songs of the Beatles.”

It still amazes me that someone can produce such a beautiful song in a matter of an hour or so: minutes, really, if you count the framework. No matter how hard I try, and if I had a lifetime to write one song, I couldn’t come close to this one.

Rolling Stone explains the genesis:

McCartney wrote it at Lennon’s house in Weybridge while waiting for Lennon to wake up. “I sat out by the pool on one of the sun chairs with my guitar and started strumming in E,” McCartney recalled. “And soon [I] had a few chords, and I think by the time he’d woken up, I had pretty much written the song, so we took it indoors and finished it up.” McCartney has cited the Beach Boys’ Pet Sounds as his primary influence for “Here, There and Everywhere.” McCartney had heard the album before it was released, at a listening party in London in May 1966, and was blown away.

The tune’s chord sequence bears Brian Wilson’s influence, ambling through three related keys without ever fully settling into one, and the modulations — particularly the one on the line “changing my life with a wave of her hand” — deftly underscore the lyrics, inspired by McCartney’s girlfriend, actress Jane Asher. (The couple, whose careers often led to prolonged separations, would split in July 1968.) When George Martin heard the tune, he persuaded the musicians to hum together, barbershop-quartet style, behind the lead vocal. “The harmonies on that are very simple,” Martin recalled. “There’s nothing very clever, no counterpoint, just moving block harmonies. Very simple . . . but very effective.”

The recording below is apparently a bootleg cut (perhaps a practice run?) and I have no idea where it’s from. But it’s nice to listen to these un-tricked-out versions.

And a bit more history:

The group spent three days in the studio working on the song, an unusually long time for a single track during this period. After agreeing on a satisfactory rhythm track, the band did backing vocals, then McCartney recorded his lead vocal — which had a surprising inspiration. “When I sang it in the studio, I remember thinking, ‘I’ll sing it like Marianne Faithfull’ — something no one would ever know,” he said. “I used an almost falsetto voice and double-tracked it. My Marianne Faithfull impression.”

Caturday felid trifecta: Saturday Hili, Kitty (and a hoomin) play a theremin, and a bizarre road sign in Moscow

September 28, 2013 • 2:51 am

First, of course, we must have today’s Hili Dialogue:

A: Are you coming or going?
Hili: I’m in the hall and I wonder: does it lead outside or to the kitchen?
Hili

In Polish:

Ja: Wchodzisz czy wychodzisz?
Hili: Jestem w przedsionku i jeszcze się zastanawiam, czy on prowadzi na dwór czy do kuchni?

*****

I’m told that this video below has gone viral on the Internet, and it’s not surprising why: it shows a cat playing theremin.  Not only that, but the cat appears to have figured out that making movements in front of the instrument makes it play, something one wouldn’t think a cat could do easily. Well, watch it:

Wikipedia describes this arcane instrument for those of you who insist on knowing how it works (ten to one somebody will find an error here!). It was, by the way, invented by the Russian physicist Lev Sergeevich Termen in 1920, and you may have heard it in sci-fi or horror movies, as well as in Led Zeppelin music.

The instrument’s controlling section usually consists of two metal antennas which sense the relative position of the thereminist’s hands and control oscillators for frequency with one hand, and amplitude(volume) with the other. The electric signals from the theremin are amplified and sent to a loudspeaker. . .

The theremin is unique among musical instruments in that it is played without physical contact. The musician stands in front of the instrument and moves his or her hands in the proximity of two metal antennas. The distance from one antenna determines frequency (pitch), and the distance from the other controls amplitude (volume). Most frequently, the right hand controls the pitch and the left controls the volume, although some performers reverse this arrangement. Some low-cost theremins use a conventional, knob operated volume control and have only the pitch antenna. While commonly called antennas, they are not used for receiving or broadcasting radio frequency, but act as plates in a capacitor.

The theremin uses the heterodyne principle to generate an audio signal. The instrument’s pitch circuitry includes two radio frequency oscillators. One oscillator operates at a fixed frequency. The frequency of the other oscillator is controlled by the performer’s distance from the pitch control antenna. The performer’s hand acts as the grounded plate (the performer’s body being the connection to ground) of a variable capacitor in an L-C (inductance-capacitance) circuit, which is part of the oscillator and determines its frequency. (Although the capacitance between the performer and the instrument is on the order of picofarads or even hundreds of femtofarads, the circuit design gives a useful frequency shift.) The difference between the frequencies of the two oscillators at each moment allows the creation of a difference tone in the audio frequency range, resulting in audio signals that are amplified and sent to a loudspeaker.

To control volume, the performer’s other hand acts as the grounded plate of another variable capacitor. In this case, the capacitor detunes another oscillator; that detuning is processed to change the attenuation in the amplifier circuit. The distance between the performer’s hand and the volume control antenna determines the capacitance, which regulates the theremin’s volume.

Here’s Lev Termin (Westernized as Leon Theremin) playing his own invention:

****

From Flavorwire we hear about a strange road sign, one of “Ten bizarre literary landmarks.

This amazing road sign popped up near Moscow’s Patriarch Ponds sometime last year. It is, obviously, prohibiting Professor Woland, Koroviev, and Behemoth, the devilish trio from Mikhail Bulgakov’s The Master and Margarita from the area. The sign underneath warns, “Do not talk with strangers.”

patriarchvijver-2

Now to my shame I haven’t read The Master and Margarita, which seems to be much beloved, so all I know is that there’s a cat in it. But I’ll leave my readers the pleasure of enlightening me.

Be sure you look at the other ten “must visit” landmarks (I especially recommend #5 and #10).

h/t: Merilee,

Much ado about something

September 27, 2013 • 1:39 pm

by Greg Mayer

In a paper in press in Nature, Min Zhu and colleagues describe a new species of placoderm from the Silurian period of China. Placoderms are an extinct group of (usually) heavily armored jawed fishes that lived in the Silurian and Devonian. The new species is based on a beautifully preserved 3-D specimen, and is interesting, but it is being widely misreported in the press.

The holotype of the new species, a three-dimensionally preserved specimen with head and trunk armour in anterolateral (a), lateral (b), anteroventral (c) and dorsal (d) views. A small part of the left trunk armour was accidentally sawed off as extraneous material and repositioned in b. Scale bars, 1 cm. e, Life restoration.

To understand why this new species is interesting requires some background information. First, we need to know that while most modern vertebrates (backboned animals such as ourselves) have jaws, and are called gnathostomes (“jaw mouths”), not having jaws is the primitive condition (jawless vertebrates, represented today only by hagfish and lampreys, are called agnathans). The origin of jaws is thus a key episode in the vertebrate story.

Second, we need to know that there are four great groups pf gnathostomes, the placoderms, the acanthodians (another extinct group, often called ‘spiny fish’), chondrichthyans (cartilaginous fish: sharks, rays, and their relatives), and osteichthyans (bony fish: tuna, gars, goldfish, etc.; the tetrapods are descended from osteichthyans, and for our purposes can be included with them).

And finally, we need to know that the vertebrate skull is a composite of bones from three different sources: the chondrocranium, bones preformed in cartilage that surround the brain, the splanchocranium, bones preformed in cartilage that support the gill arches, and the dermatocranium, bones that ossify directly and cover most of the outside of the skull. Gnathostome jaws are formed by the anteriormost bones of the splanchocranium (the palatoquadrate in the upper jaw, and Meckel’s cartilage in the lower jaw), which are often covered over or replaced by dermal bones in development. (Chondrichthyans, lacking bone, have only the first two components in their skulls.)

Chondrocranium, blue, splanchocranium green, dermatocranium labeled ‘dc’. From https://ecovertanatomy.wikispaces.com/Properties+of+Bone+and+Cartilage+and+Regions+of+the+Cranial+Skeleton.

Okay, so what’s interesting? Placoderms have jaws, including the palatoquadrate and Meckel’s cartilage, which are accompanied by dermal bones that have usually been thought not to correspond very precisely to the dermal bones of osteichthyans. In the new fossil, Zhu and colleagues identify some dermal bones as being the same as in osteichthyans, most prominently the maxilla in the upper jaw and the dentary in the lower jaw (see first figure above). This is what’s interesting, because if true, it would mean that the osteichthyan condition is more widespread than previously known, and thus perhaps change some of our ideas on the relationships of the various gnathostome groups.

Another thing Zhu and colleagues do is a phylogenetic analysis of 75 taxa with 253 characters, but unfortunately for them the results are quite muddled, with no clear evidence that the ‘maxilla’ or other dermal jaw bones of the new placoderm are homologous to those of osteichthyans. These large data set analyses rarely produce convincing results, because it is the interpretation and analysis of the individual characters that most strongly influence the results, and these individual analyses are usually de-emphasized (or as in this case, hidden in the online supplement).

So where has the press gone wrong? First, some commentary, especially by scientists, has been directed toward the differing trees gotten by Zhu and colleagues, versus the one obtained by Davis et al. (2012) last year using essentially the same data set. This is inside baseball– the relationships among the four great gnathostome groups is quite interesting, but this paper does not resolve the question.

Popular media have been implying that jaws were not previously known in placoderms or fish in general, or that we would not expect jaws in fish this primitive or early. None of this is right. Placoderms are jawed fish, they are not the oldest known jawed fish, and the bones in this specimen do not apparently show a new or previously unknown condition (rather, the claim is that the condition in this fish resembles an already known condition). There is definitely something of interest here, but it’s not quite all that the media are portraying it as.

_______________________________________________________________

Davis, S. P., Finarelli, J. A. & Coates, M. I. 2012. Acanthodes and shark-like conditions in the last common ancestor of modern gnathostomes. Nature 486: 247–250.

Zhu, M., X. Yu, P.E. Alberg, B. Choo, J. Lu, Q. Qu, W. Zhao, L. Jia, H. Blom and Y. Zhu. 2013. A Silurian placoderm with osteichthyan-like marginal jaw bones. Nature in press.

Atheism to be taught in Irish schools

September 27, 2013 • 10:54 am

Some days most of the news is about atheism vs. faith, and I suppose today is one of those days.  But this time the news is good. According to the Guardian, mandatory lessons that include instruction in atheistic thought will soon begin in Irish primary schools:

In a historic move that will cheer Richard Dawkins, lessons about atheism are to be taught in Ireland’s primary schools for the first time.

The lessons on atheism, agnosticism and humanism for thousands of primary-school pupils in Ireland will be drawn up by Atheist Ireland and multi-denominational school provider Educate Together, in an education system that the Catholic church hierarchy has traditionally dominated.

Up to 16,000 primary schoolchildren who attend the fast-growing multi-denominational Irish school sector will receive tuition about atheism as part of their basic introduction course to ethics and belief systems, including other religions.

From September 2014 children could be reading texts such as Dawkins’ The Magic of Reality, his book aimed at children, according to Atheist Ireland.

Do note the gratuitious mention of Dawkins. He’s not the only person who will be cheered!

Well, I suppose this is good news, although I’m in favor of this only if it avoids indoctrination, that is, if such instruction is part of a general course in the diversity of religious belief. And that’s what it appears to be. I know Dan Dennett is enthusiastic about such courses, but I’ve always worried that it would be difficult to teach religion even in a “survey” course, for believers could easily squabble about how to present the the “essential doctrine” of their faiths (imagine Sunni vs. Shia Islam, for instance).  But if they’re teaching religious thought, then they should teach nonreligious thought as well. On balance, it’s good.

Now before you get all excited, note that 93% of all primary schools in Ireland are run by the Catholic Church, where this curriculum won’t apply. Nevertheless, according to Michael Nugent of Atheist Ireland (who, along with his organization, deserve kudos for pushing this through), even Catholics will have access to the materials:

But Michael Nugent, Atheist Ireland’s co-founder, stressed that all primary-school pupils, including the 93% of the population who attend schools run by the Catholic church, can access their atheism course on the internet and by downloading an app on smartphones. He said these would be advertised and offered to all parents with children at primary schools in the state.

I doubt that the Catholic nuns and priests who teach in these schools, or Catholic parents, will rush to make the materials accessible to who are offensively called as “Catholic children.”

Here’s how the system will work:

“There will be a module of 10 classes of between 30 to 40 minutes from the ages of four upwards. It is necessary because the Irish education system has for too long been totally biased in favour of religious indoctrination. And if parents whose kids are in schools under church control want to opt their kids out of learning religion (as is their right these days) then they can use our course as an alternative for their children to study,” he said.

Nugent added: “Religion isn’t even taught properly as an objective subject with various religions and their origins examined and explained. The teaching is to create faith formation first, not objective education. We see our course as a chance for young Irish children to get an alternative view on how the world works.”

The upshot: it’s a good start, though the opportunity for de-brainwashing “Catholic children” will be limited.  What surprises me is that this is taking place in Ireland at all.

Here are some fun facts about Ireland’s schools from the Guardian piece (my emphasis):

  • The Catholic church’s near monopoly of influence in education means that the ultimate power in each school is the local Catholic bishop.
  • In Dublin the city’s archbishop, Diarmuid Martin, is patron of about 470 primary schools. He is responsible for the management of the ethos of those schools, for senior appointments and is the one who can be sued when legal action takes place.
  • The Irish taxpayer, and not the church, pays the bills for all the schools the hierarchy controls.

There will be a palliative cat later.

h/t: Rev. Al

Dawkins’s book gets a brickbat-filled bouquet from NPR. Also, I’m giving away tickets.

September 27, 2013 • 5:35 am

There’s yet more accommodationism from National Public Radio (NPR):

Over at NPR’s cosmos & culture section, a site that seems to be turning into Accommodationism Central, Barbara King reviews Richard Dawkins’s new autobiography, An Appetite for Wonder.  It’s a positive review, with this summary:

So, I approached An Appetite for Wonder with some trepidation. Indeed, the book was lampooned in The Guardian‘s “digested read” feature as boastful and arrogant. But what I discovered was something quite different. It’s a memoir that is funny and modest, absorbing and playful. Dawkins has written a marvelous love letter to science.

Indeed, that Guardian “digested read” was unfair and mean-spirited, and I know because I’ve read the book.

There’s one problem, though. King calls her review “Richard Dawkins’ delightful memoir dilutes the poison.”

What’s the “poison”? You can guess. King refers to a 23-minute radio interview she had with Dawkins last year, which you can hear on another NPR post, “Richard Dawkins celebrates reason, ridicules faith.” (King, by the way, is an anthropology professor at my own alma mater, The College of William and Mary.)

In much of the interview, King takes out after Dawkins for insulting people as well as their faith.  She really is like a dog with her teeth in the postman’s leg, and clearly has the agenda of defending faith against not only accusations of falsity, but against any criticism at all.

She summarizes the interview in a small essay on the post, which includes this (my emphases):

On his blog last year, Dawkins called a person named Minor Vidal a “fool” for his expression of thanks to God after surviving a deadly plane crash. (To be fair, Dawkins called “billions” of other people fools, too, in the same post.)

Dawkins told me that if he insulted any person, he regrets it. But this example shows how hard it is, in practice rather than theory, to aim harsh language only at a person’s belief, and not at the person.

Another example comes from Saturday’s rally. There, Dawkins noted his incredulity when meeting people who believe a Communion wafer turns into the body of Christ during the Eucharist. He then urged his followers to “mock” and “ridicule” that. (He says this 13 minutes into the video, though it’s best to watch the whole thing.) His exact words after describing the Catholic ritual, were “Mock them. Ridicule them.” So by “them” did he intend to refer to Catholic beliefs, not Catholic people? In context, it doesn’t seem so to me.

How much does that distinction matter? When it comes to religion, does demeaning a person’s belief not also demean the person?

Why use demeaning terms, and urge others to use them, for either the belief or the person? Surely it’s not adequate justification that some religious people are guilty of the same sin, or worse. Doesn’t the embrace of reason compel a person to rise above a grade school calculus of that sort?

. . . My steadfast disagreement with Dawkins emerges from his refusal to see that the expression of faith isn’t inevitably a simple-minded approach to living. I’m a big fan of reason. I’m just no fan of the stereotype, embodied by Dawkins, that we atheists equate others’ religious faith with a lack of intelligence or courage, or both.

Well, we can disagree about how often faith is “sophisticated” and “not simple-minded.”  I’d bet that King, an academic, rubs elbows with religious people who are extremely liberal—almost atheists. Nevertheless, I’d also bet that they aver belief in things like a divine being who came to earth as his own son, was executed, and then was resurrected.

But since King claims to be a “big fan of reason,” doesn’t she agree that faith based on revelation and dogma, but not on evidence and reason, attest to some lack of rationality, or to unreflective “wish thinking”?  (Of course King says nothing about the palpable harms of faith.) But to argue, as King does, that demeaning beliefs is the same as demeaning persons, is simply a tactic to make atheists shut up.

In truth, criticizing religious beliefs is often taken as a personal attack. My response to that is, “Too bad!” Religion doesn’t get a pass over any other form of belief because discussing it hurts people’s feelings. As someone once said in reference to such criticism, “Nobody has a right not to be offended.”

Do listen to the interview and see if you detect any “poison” in Dawkins’s responses. I know I’m biased, but I found his responses temperate and—given King’s animus—respectful.

Oh, and has King (who admits she’s an atheist) spent any time criticizing those believers who denigrate atheists? That all starts in the Bible with Psalm 53:1:

The fool hath said in his heart, There is no God. Corrupt are they, and have done abominable iniquity: there is none that doeth good.
Maybe someone can explain to me why people like King, who are atheists, spend far more time criticizing and tone-trolling other atheists than in criticizing the follies of faith and the viciousness of many who promulgate religion. Nor do they suggest ways to criticize faith without hurting people’s feelings. Ask yourself this as an atheist: what is more harmful in this world: religious belief or the perceived offensiveness of those who criticize it?
It will be a cold day in July when, for instance, we hear a critique of Islam on NPR.
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CONTEST:  I have four extra tickets (free) for the Dawkins book-tour event at Northwestern University next Thursday, which involves my 45-minute conversation with Richard, an equally long Dawkins Q&A with the audience, and then his book signing (I’ll be signing mine, too). If you’re in the Chicago area and want to come, please add a short (no more than two-sentence) request in the comments, explaining why you deserve a ticket.  The judgment of Professor Ceiling Cat, which will be rendered by Monday a.m., is final.