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Just a year ago, after the Supreme Court rejected a challenge to the University of Texas at Austin’s admissions program by a single swing vote, the question seemed to be edging, at last, toward an answer: Colleges could, the justices ruled, consider race when deciding whom to let through their gates. “I thought this was settled,” said Anthony P. Carnevale, an economist at Georgetown University who studies affirmative action. “I thought it was done.” Only for the moment. A series of lawsuits and complaints have continued to challenge such practices, and last week, President Trump’s Justice Department joined the chorus, signaling that it would marshal lawyers to investigate and perhaps sue colleges over “intentional race-based discrimination” in admissions. Besieged in court, routed in eight states, accused of favoring blacks and Latinos at the expense of Asians and whites, affirmative action — a major legacy of the civil rights era — is once again the subject of uncomfortabl
The obvious reason that so many scientists endorse the theory of macroevolutionary process as the best explanation for life origins and development here on Earth is because they really believe such to be the case. But is that true, really? Is it possible that there's a lot more to the story than meets the eye? Wayne Friar, Ph.D., AIIA's Resource Associate for Science and Origins, says this: Polls have shown that about 40% of scientists acknowledge a supernatural power. But the majority of the scientific community, especially evolutionary leaders today, hold an atheistic worldview. As support for their anti-supernatural worldviews, these scientists need mechanisms for the origin of life, especially humans. Atheism needs evolution to escape from any implications regarding a creator. If one starts with Darwinism, certainly it is easy to escape from any obligation to God. Those opposed to their reasoning are branded as obscurantists who are trying to intrude religion into science.
Each year, 5 September, the birthday of India’s second president and eminent educationist, Sarvepalli Radhakrishnan, is celebrated as Teacher’s Day. The modern celebration follows a time-honoured tradition of recognizing spiritual and academic teachers during Guru Purnima, which falls on the full moon day in the lunar month of Ashada (July). Since the Industrial Revolution, in India and around the world, the tradition of home or community schooling—often centered on the teacher—has gradually been transformed into a human supply chain schooling system centered on the educational institution. As we move towards an information age, nations around the world are grappling with what the next transformation in education needs to be. The current challenge in India remains a 20th century challenge of quantity and quality for its primary and higher education systems.
Standing at the front of her classroom this past February, the public high-school English teacher Jana Rohrer wrote the words “American Flag” on the board and asked her ninth-grade students to tell her what came to their minds. Over the past six years Rohrer has used the exercise as part of a lesson to help explain symbolism in Harper Lee’s classic To Kill a Mockingbird. And over the past six years, the students’ answers had become routine: Freedom. Independence. Patriotism. This time, there were new words mixed among the more familiar responses: Hate. Racism. Danger. “It was like when you hear a record scratch and the music stops,” said Rohrer, recalling the moment from the classroom exercise. “I was just floored.” Plenty has been written about the shifting relationship between the U.S. and its