IEE: What’s in a Number – (K-5)

We present a new edition of Ideological Education Essentials! (Otherwise known as 'Science' Education Essentials)

I decided in the end to call Rhonda Forlow’s alledgedly educational Science Education Essentials blog Ideological Education Essentials, as it rather fits.

The most recent posts on the site continue the “What’s in a Number” theme we saw in Shirley Ujeste?, with the two pieces (one for K-5, the other for 6-12) attempting to instil in the children on which these activities are to be subjected a fundi-mental distrust in any length of time longer than 6000 years. This post will focus on the K-5 post, What’s in a Number? Elementary Activities (K-5). Here’s the text of the first activity: Continue reading

Population Growth

One of the more amusingly wrong creationist arguments is that, if the world is really so old, why aren’t there trillions of us? I mean, evolutionists have to propose millions of years without any population growth at all! How could this be true, if population grows in the geometric pattern P(t) = P0ert?

This is the question asked by the latest B.T. DpSU, Earth Hit the 7-Billion Mark Too Late. Mr Thomas is objecting to a paragraph in a paper called When the World’s Population Took Off: The Springboard of the Neolithic Demographic Transition from a three-month old edition of Science which said:

After the members of the genus Homo had been living as foragers for at least 2.4 million years, agriculture began to emerge in seven or eight regions across the world, almost simultaneously at the beginning of the Holocene.

This must clearly be wrong, as “according to the Bible and historical records, there was never a time when humans weren’t engaged in agriculture.”*

Estimated Population curve, from 10000 BCE to 2000 Continue reading