So it appears that Florida has now decided to actually teach science in their science classrooms. After a February 19th vote, the United States science curriculum made the improvement from worse to bad, now allowing the young padawans to learn evolution in class. The infamous motto of “Teach the controversy” (like gravity and cell theory) won 4-3, but of course with the scientific caveat that “it’s just a theory.”; my guess is that lecture begins right after discussing “hypothesis,” “theory,” “law” definitions in chapter 1. Now, reading this new Nature article, it looks like the Institute for Creation Research wants to grant online master’s degrees in science education in Texas. But I loved the next line, which reads, “The ICR accepts the Bible as literal truth on all topics. According to its website, the palaeoclimatology class covers “climates before and after the Genesis Flood””. Maybe someone like Paul Reiter can moan about the IPCC not covering creation paleoclimates in the report…too bias I suppose.
Chris Colose even finds a book here. There you go, now we don’t need to hear about “CO2 lagging temperature” anymore. From our interpretation of the “young ice cores” the CO2 levels and temperatures fluctuated significantly over just a few thousand years…we’ve even gone through several ice ages since the global flood. Aside from the obvious climate pitfalls of a young ice sheet hypothesis, the other argument reads like “there were WW2 planes found deep in the ice sheet” so it must be a young ice sheet, but this discounts the fundamental fact that glaciers flow and so ice at the bottom is much more compacted than ice at the top. This means one meter of ice core at the bottom represents a much longer amount of time than one meter of core near the top.
So what about that global flood?