A Biophysicist and Constitutional Lawyer Address a Profound Question. Is it OK for our public schools to teach only Atheistic answers to ultimate religious questions? Where do we come from and what is the nature of life? These are the two biggies implicitly addressed by U.S. K-12 origins science education. The answers form the foundation for the third: How should life be lived ethically and morally? The answers to the third will be significantly affected by how we answer the first two. The authors show that there are two evidence-based alternatives to the first two. We either come from unguided material causes without purpose or we come from material and intelligent causes for a purpose. The materialistic alternative provides the foundation for non-theistic religious answers to questions of ethics and morality, while the teleological alternative supports theistic answers. The problem is that modern origins science uses a concealed materialistic orthodoxy that permits only Atheistic narratives about the origin of the Universe, of life and the diversity of life. Thus, when these materialistic/atheistic explanations are taught by our K-12 public schools, the impressionable kids are only given an atheistic narrative rather than an objective education about the evidence for and against both views. Calvert, the lawyer who switched from stock fraud to Constitutional law 20 years ago, explains how the law actually favors the objective rather than the materialistic method for origins science education. Atheism is just as religious as theism for First Amendment purposes. Accordingly, just as the schools cannot push a theistic prayer during the invocation at a high school graduation, neither can it adopt or implement an atheistic orthodoxy when teaching origins science. He also explains that objectivity is also required as the scientific method for the testing of historical narratives require consideration of all evidence-based alternatives. At the end, the Authors provide a set of ten suggestions for the development of objective standards and curricula for teaching origins science.

A Biophysicist and Constitutional Lawyer Address a Profound Question. Is it OK for our public schools to teach only Atheistic answers to ultimate religious questions? Where do we come from and what is the nature of life? These are the two biggies implicitly addressed by U.S. K-12 origins science education. The answers form the foundation for the third: How should life be lived ethically and morally? The answers to the third will be significantly affected by how we answer the first two. The authors show that there are two evidence-based alternatives to the first two. We either come from unguided material causes without purpose or we come from material and intelligent causes for a purpose. The materialistic alternative provides the foundation for non-theistic religious answers to questions of ethics and morality, while the teleological alternative supports theistic answers. The problem is that modern origins science uses a concealed materialistic orthodoxy that permits only Atheistic narratives about the origin of the Universe, of life and the diversity of life. Thus, when these materialistic/atheistic explanations are taught by our K-12 public schools, the impressionable kids are only given an atheistic narrative rather than an objective education about the evidence for and against both views. Calvert, the lawyer who switched from stock fraud to Constitutional law 20 years ago, explains how the law actually favors the objective rather than the materialistic method for origins science education. Atheism is just as religious as theism for First Amendment purposes. Accordingly, just as the schools cannot push a theistic prayer during the invocation at a high school graduation, neither can it adopt or implement an atheistic orthodoxy when teaching origins science. He also explains that objectivity is also required as the scientific method for the testing of historical narratives require consideration of all evidence-based alternatives. At the end, the Authors provide a set of ten suggestions for the development of objective standards and curricula for teaching origins science.

Companion book to documentary film, IndocriNation.

With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching." John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).

Questions of religious liberty have become flashpoints of controversy in virtually every area of life around the world. Despite the protection of religious liberty at both national and supranational levels, there is an increasing number of conflicts concerning the proper way to recognize it – both in modern secular states and in countries with an established religion or theocratic mode of government. This book provides an analysis of the general concept of religious liberty along with a close study of important cases that can serve as test beds for conflict resolution proposals. It combines the insights of both pure academics and experienced legal practitioners to take a fresh look at the nature, scope and limits of religious liberty. Divided into two parts, the collection presents a blend of legal and philosophical approaches, and draws on cases from a wide range of jurisdictions, including Brazil, India, Australia, the USA, the Netherlands, and Canada. Presenting a broad range of views, this often provocative volume makes for fascinating reading for academics and researchers working in the areas of law and religion, legal philosophy and human rights.

This book is a unique look into God's hand in American history, viewed through the life of George Washington. The book reflects the providential view that Washington and other Founding Fathers had of the God of history (God of Abraham). The book attempts to document God's hand in Washington's life and the Revolutionary War using Washington's own words and detailing the numerous micarcles that led to the country's eventual independence and subsequent constitution. The book also explores the country's reason for existence, God's purpose in the founding of the United States, and what it portends for our future survival as a nation.

The Lessons of the American Civilization tells the American story, from its tenuous beginnings to its confident rise to become the world’s most dominant civilization. Historian Thomas Del Beccaro illuminates America’s past and present with fresh comparisons to history’s other great civilizations,illustrating the characteristics and lessons that civilizations share as they come together, rise, and fall. He then tells of the American experience, from Plymouth Rock to the technological revolution, in light of many important lessons of the past. Along the way, Del Beccaro provides needed perspective on such topics as: • Whether America is exceptional compared to other civilizations • Capitalism’s most important legacy of making democracy possible • The danger centralization of power in government presents • What America’s political and class division says about the trajectory of the civilization • What lies ahead for the country For the everyday reader and historian alike, this book is a thoughtful and thorough examination of where America has been and where it is going.