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About acreecav

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    Hive Mind Larvae

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    Currently central Illinois
  1. Last winter I stumbled across contact information for a friend I hadn’t heard from in about 15 years, so I wrote to her then but never heard back. Last night I found out why: a few weeks ago she died at age 43 of cancer that she’d been fighting for nine years. If she ever saw my message, I’m guessing she didn’t feel like writing back to say, ‘Great to hear from you. Things are good here, except that I’m dying.†So, in honor of Elizabeth Palmberg and other friends we should not take for granted, here’s a quote I love from Henri Frederic Amiel (1827-1881): "O, do not l
  2. I'm not sure an entire program would be feasible either, or necessary. I'm thinking of that pile of leftover words that seem not to make sense based on the usual rules, including some of the little words like 'do' and 'does,' and 'to, two and too'--all the weird spellings that are especially hard to remember. Plus a toolbox for learning how to analyze and investigate where words come from. Once you start down one rabbit trail, it can get addicting, and for some kinds of thinkers/learners, this could make language arts very exciting.
  3. Studying roots is always valuable, but the roots programs I’ve used focus on Latin and Greek roots, whereas most of the really oddball spellings in English—wr, wh, most kn’s, ough, igh, and others—come from Old English and Germanic sources. If anyone knows of a roots program that includes these, please post! One of the things I like about approaching spelling through meanings rather than sounds is that it integrates spelling with history and it would give kids a sense of looking back across time to real people who have left their mark on the words we use now. For instance, althou
  4. I'm not familiar with AAS, but maybe it already does some of what my linguist friend is advocating. How do you like it?
  5. A linguist friend of mine, who also works with dyslexic students, has convinced me that all the weird spellings in English and "exceptions" to rules are actually orderly and pattern-driven. If you're skeptical, read on. Since all whole-language and even phonics-based spelling texts eventually resort to labeling things as exceptions, she says it's more accurate, easier, and more fun for struggling spellers to learn spelling through understanding that "words are made of stories." In other words, words have histories, and the histories explain the spelling. For instance, she says that
  6. I actually agree with you on this. Evolution without a creator is too much of a stretch for me for exactly the same reason that you state: the dazzling complexity all around screams out to me that a designer is behind it. The question is the designer's method. I love the analogy that Deborah and Loren Haarsma use in their book and videos called Origins: A functioning watch implies a watchmaker who made the watch, but imagine a watchmaker so good that he designed pieces that could assemble themselves into a watch, and then assemble themselves into yet more complex designs. You can check
  7. Julie asks a great question. On the surface, the only difference between asking how God evolved something and how God designed that thing is the method God used. But the differences get bigger fast. For starters, and please understand that I believe the universe and its systems have a loving Designer and a Sustainer who keeps holding it all together, YEC insists that God designed everything directly to be exactly the way it is. But there’s a loophole: Things that are beautiful and work well are understood as God’s design, but things that seem ugly or broken, like birth defects, are
  8. As a former YEC person, I'd say that if your daughter is serious about science, definitely go with a secular textbook for the simple reason that anti-evolutionary books make science boring. In YEC textbooks you can learn the "whats," like classification systems and the steps in meiosis, but you have to stop dead at the "hows" and the "whys," because the answers are always the same: "God spoke it into being," and "God wanted it that way." My YEC sister said to me two days ago, while pondering the crazy shape of a hammerhead shark, "What was God thinking?" There's no way for her to seek answe
  9. My older boys started reading them when they were in 2nd grade, and Harry Potter turned my reluctant reader into a reading machine. In 2nd grade he said, "I've never enjoyed reading so much. It's like watching television because she writes so well." Something about the way Rowling writes makes it very easy to picture every scene as you read through it. I've recommended the series to other moms of boys who are reluctant readers, and Rowling has hooked many of them too. At that age they don't get all the nuances that make the books entertaining to adults, like the mocking of bureaucracy
  10. I'm a seriously disorganized, routine-averse person (when I look at other people's houses, I always wonder if I'm missing a gene). FlyLady's babysteps are the only way i've ever made any improvement. On the main site, there's an option called "Get Started." If you sign up for the emails, her methods will start making sense. You can also cut back on the email volume if it's too much, and just copy down the daily routines to start with. When I first heard of FlyLady's advice to start by shining your kitchen sink, I thought this was nuts. The whole house was chaos, so polishing the sink
  11. Yes, thank you to Free--you've done a great job articulating one of the misconceptions I encounter in my family--that old earth and evolution are just "speculation" and not "real science," because they had no eyewitnesses and can't be "tested" (says my brother). As you say, testing doesn't just happen in a test tube, and crimes are solved routinely even without eyewitnesses. We believe criminals can and should be convicted, sometimes even put to death--if there's enough evidence pointing toward a particular person, even if no one directly observed the crime and can't repeat it in a lab.
  12. An article in Christianity Today shows that the Gallup polls are misleading because they give people too few options. When A Christian sociology professor at Calvin College surveyed people with similar questions, he also followed up with questions about how certain they were. Of those agreeing with the statement that "God created humans in their present form at one time within the past 10,000 years," only 5% said they were "absolutely certain," and some even said they were "not at all sure," apparently because they liked the other answer choices even less. You can read the article here:
  13. The original question was, Why does it matter whether the earth is old or young? Does it really matter to faith? This is a great question, and one I struggled with for 30 years before “converting†to old earth and evolutionary creationism. The main reason I couldn’t accept an old earth was that it presents a huge theological problem related to sin and death. In evangelical traditions such as mine, it’s understood from Romans (“the wages of sin is deathâ€) and elsewhere in the New Testament that all death is the consequence of human sin. If there wasn’t even animal death bef
  14. I wrote to BioLogos, and they just put up their page of Education Resources. It includes recommendations for science education generally, curriculum options for teaching about science/faith issues, and books about evolution for young children.
  15. I'm looking for resources for teaching evolution as God's design. I've seen secular science books and lots of anti-evolution stuff, but nothing really in between. I have great resources for helping adults sort out their questions, but not much geared directly toward kids. If I can't find any, I'll write my own lessons on meaning, purpose, dignity, and value, on ways to take Genesis seriously, and on how evolution demonstrates God's generous love, but if this is already out there, that would be better! Please post your favorite resources either here or in the social group called Evolu
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