Biosphere Technology Towards a Better World

Waste is indeed one of the growing problems in the country, has been one of the major cause of dilemmas and tragedies both in the past and up to the present time. To eliminate this, different municipalities have come up with a uniform solution to end this hoarding destitution: landfills; which have been the major cause of land depletion and sicknesses for folks who live nearby.

There are lots of technologies that have been invented in order to be of solution to the growing insolent waste problem. One of the examples is the technology brought by the Japanese people here in our country; where biodegradable waste materials are being processed to become environmental by-products. The main question here is: how about for non-recyclable waste materials?

The Biosphere Technology doesn't exclude non-recyclable materials. It uses all kinds of wastes which serve as fuel for the biosphere process to generate electricity. Biosphere gasification technology is something that we harness in order to build a better world to live in, how: through a zero waste nation campaign.
What is Biosphere Technology?

The biosphere gasification technology or simply called biosphere technology is a kind of green technology that the biosphere machine uses to be able produce electricity. Biosphere technology is a process of turning waste to green energy in a cost effective manner. Biosphere technology is different from the other technologies that diminish waste. I came across also with a kind of green technology invented by the Japanese that transform waste to environmental by-products.

It is also a very good kind of invention but there is a flaw in it, only recyclable waste materials are to be used for the process. The good thing in biosphere technology is that it uses all kinds of waste materials for the process so there are no waste materials left to pack up landfills.

What is the significance of Biosphere Technology?

Biosphere technology uses the process of incineration that burns waste turning it to electricity. Everybody opposes the idea of burning tons of waste materials just to be able to diminish them. The answer is the gasification process. Biosphere gasification process is done in a limited oxygen environment that causes zero atmospheric emission. We all know that fuel price increase is also the number one problem that this world is facing. And for every process concerning technology, fuel is a very much vital source of substance to be used.

Biosphere technology uses a gasification process that uses waste as its fuel thus eliminating the use of overpriced fuel. It is like birds hit with just a single stone. Fuel problem is eliminated, waste is diminished plus a new form of renewable electricity is produced, what else could surpass this kind of technology.

Biosphere Technology is something to glee about. Waste being the number one unsolved problem of our environment doesn't only affect the atmosphere but causes land depletion and fun gutter for the government. As we are all unaware about, to manage a single landfill, a municipality would cost for thousands of funds every day. And for some places that I have stumbled upon, I learned that to haul garbage to a designated landfill in other places it will cost hundreds of thousand for a single day; what a waste!

Biosphere technology is a process that diminishes waste in a cost effective manner turning it to electricity causing zero harm to the environment. It is done in limited oxygen environment therefore eliminating atmospheric emission. Biosphere gasification technology hopes to produce the electricity that will serve as glow to every light bulb of every home.
The innovative gasification process is set to change the world one city at a time. One day, optimistically, the electricity which will be coming from the biosphere machines will serve as glow to every light bulb of every home.

A company needs to be innovative in what they furnish so it may attain the reputation of a business that always provides valuable and beneficial products or services to the people. Being a company inclined to finding real solutions in making this world a better place, Innovation is very meaningful to us, which is why it should be adoptive of the benefit of biosphere technology that is expected to be a breakthrough in green energy while creating a better world to live in hand in hand.

Let us all THINK GREEN ;)

Has Technology Kept Its Promise?

As I observe humanity, moving in ever-faster and faster paces, racing to achieve ever more at dizzying speeds even as technology threatens to outpace our very mental capacity, something is amiss. Some deeply held idea that we seem bent on fulfilling, a frantic technologically powered promise, has been broken.

Whether we realize it or not, underneath all this amazing technology we are creating, is a subtle but powerful promise: that we can accomplish more, in less time, and thereby achieve a greater quality of life.

Oh, at first the idea is seductive. Let's build a machine that can do the work in half the time! We can work in the morning and play in the afternoon. This works great in theory, except it is rarely practiced. No, once that amazing whiz-bang machine is built, it's run 24/7, working employees to the bone, so we can produce a gazillion times more in a fraction of the time! By all rights there should be a lot more people loafing. Or at least, having a high quality of life. But are they?

How is it that our very lives are powered by machines that admittedly double in speed every 2-years, yet as a nation we are poorer than ever, more tired than ever, and less able to enjoy life as we know it? Who doesn't walk around with more lines on their foreheads even as the world races by? Whose stress levels are lower thanks to the amazing advances in technology? I don't know many.

Ladies and gentlemen, there's a conspiracy afoot. Yes, really. As a society, our job is to care about each other and improve our quality of life personally and collectively, yet the very technology that has promised to provide this is doing just the opposite. In fact it's aggregating wealth into fewer and fewer hands, and in a very real sense oppressing the rest, creating a new kind of upper class, a "technorati" if you will, that is able to harness technology to their advantage. And despite all the nifty perks of technology, are our lives really better?

Sure, we can point to increased efficiencies. Information can be transferred faster and in larger quantities than ever before, and computers can crunch numbers in ever-larger chunks.

Yet have we ever stopped to ask, is that always necessarily good? Computers enable people to make mistakes, faster. Think about that for a moment.

And besides simple "business gains," and increased production, what are the actual tangible gains in human terms? Are employees happier, or are they working just as many hours as in 1960?

And another important measure: do people feel more connected to one another, with all the gizmos for interaction?

Ironically, technology tends to isolate people rather than bring them together. It promotes anonymity, and separation by encouraging us to interface over longer and longer distances, using bits of metal and plastic for the interactions. What happened to the warmth of a handshake? Looking someone in the eye? Something is getting lost in the digital revolution, and it's in the intangible, and arguably more important, realm of our lives.

What about all the fancy speed of the technology; surely this is making the world more efficient, right?

Can anyone point to studies showing the increased production and sheer extra volume of goods, services, and foods, are actually being circulated to those in need? Is the human family as a whole benefitting from the excess, or is the wealth being concentrated by those in position to take advantage of the windfall?

Again, this answer is obvious; the human family as a whole is not reaping the benefits of the technological advances, as evidenced by similar or worse levels of poverty, literacy, living conditions, and general conditions of peoples throughout the earth. Sure, there are certain segments of the population that are benefitting, yet we see the makings of a "digital divide" in which the middle classes are disappearing, while the ranks of upper and lower classes continue to swell, in large part due to technology which aggregates more and more power into the hands of those at the top. This has always been a classic harbinger of trouble, for those that care to pay attention.

And don't get me started on our amazing scientific advances in healthcare; what passes for healthcare, rightly should be labelled "sick-care" as it uses 2 main modes of operation: cutting and drugging. The human body does not generally suffer from lack of cuts, or chemicals. Many of the greatest bits of wisdom from thousands of years of human survival are being summarily censored, and even outlawed by those in charge. Don't believe me? Tsk tsk. Google it. As the saying goes, "just because you are paranoid doesn't mean they aren't after you."

Then, perhaps, is the planet better off for all the amazing increased production technology affords? Again, ha! No, the planet is hurting, possibly getting a temperature, and for sure getting filled valley to mountain with more trash than ever before. See http://www.storyofstuff.com/ for an amazing video.

What about the potential of the human brain: surely we are getting smarter and smarter every year, and children are benefiting greatly from exposure to all this marvelous new stuff, right? (See http://www.flixxy.com/technology-and-education-2008.htm).

Well, er, sort of. Actually what I've found is that we think differently, not necessarily better, than before. We have greater capacity to multi-task because, surprise, we're constantly bombarded with the need to process so much at once. But this comes at the expense of the ability to really concentrate. I'm not sure that being "scattered" is better than being "focussed."

What about social skills? Are computers and technology enhancing these? Evidence indicates that our new silicon taskmasters don't have hearts, and our capacity for human understanding, compassion, and love are not enhanced to any significant degree by our technology.

I could go on and on. The basic, simple question is, what are the actual real benefits of this technological craze we are in? Are we honestly better off with the technology than before? And what is driving this insane rapid-fire chase, and what is it for? Or have we lost site of the goal we are running towards? If it's the betterment of mankind, we are off-course.

One can always argue that the technology is not the problem; it's the biology operating it, and this is a truthful point. Technology is neither good nor bad but in the hands of its users. Truly we can do amazing things with our new gizmos, but will we? Are we? Currently, generally not.

So the jury is out. Thanks to the crazy advances in computers and technology, we can do more than ever, but the results are that we as a species are not better off in tangible ways, en masse.

In short, technology is not making the world, the planet, or people as a whole, better off; in fact many are worse off and we have the makings of a technorati that control the rest; how is this different than those in power making the world better for themselves at any other time in history?

With great power comes great responsibility. 'Nuff said.

Michael J. Phillips is an author, computer and soft-skills trainer, and technology guru in the Orange County area of Southern CA. He has been teaching technology since the word "email" was born. Take advantage of his expertise and book corporate computer and soft-skills training which gets real business results, guaranteed. Visit PC Training Experts.com.

(c) 2010 Mike Phillips. All Rights Reserved Worldwide.

Education and the Complete Individual

Education is something that many have said much about. Most of these are complex or vague. Consider the Greek philosopher Aristotle's saying that education is 'an ornament in prosperity' and 'a refuge in adversity'. There have been a great many attempts to explain this description, but none have quite succeeded in satisfying my curiosity. Alternatively, this is what the English essayist Joseph Addison has to say on education: What sculpture is to a block of marble, education is to a human soul. This too, has a great many explanations and elaborations. But does it really tell us what education is? Does it tell us why we need education? Not really, since the concept of the soul is, till date, a shadowy area. So how can we begin to comprehend what everyone claims is essential to life nowadays? To put it simply, education is a process of training our mind so that we can apply it in a field of our choice: which is why we have education not as a single seamless entity, but as a whole made up of various divisions: music education, scientific and technological education, art education, even teacher education!

Education can be considered similar to picking and eating a fruit. Picking a particular fruit on the tree is akin to choosing a field to get an education of. When we bite into it, we get our first taste of the subject. As we chew on the bitten portion, we begin to understand its various aspects - the tastes, textures, intricacies and complexities of it - and when we are ready to move on to the next portion, we swallow what we have assimilated so far so that it can be used for further application. The tree we get the fruit from is the entire body of past thinkers' teachings and the voice that tells us which fruit to pick is the interpreter of that knowledge: the teacher.

Throughout the lifelong course of education (no, it's not like school or college which ends after a fixed period of time), we get to know about things that always were, still are and always will be around us, waiting to be recognized and acknowledged. Light plays a central role in education - both literally and metaphorically - for visual inputs are the best learnt and without light - of the sun or electrical - we would be missing out on a whole world of knowledge. In fact, this is where phrases like 'light of knowledge', 'throw light on the matter', 'kept in the dark' and so on came from.

You might be thinking, how can we narrow the infinite field of knowledge to select what we will need or want to know? This is where the part on 'training the mind' comes in. The mind, as psychology tells us, is the centre of cognitive faculties which enables consciousness, thinking, perception and judgement. It is the kitchen for the information we acquire, where we can season and prepare the bits and pieces of data into comprehensive knowledge. Like any good kitchen, the mind has infinite capabilities (which is often the reason for confusion among us youth when it comes to deciding on a particular field to 'specialize in' for higher education) and therefore needs to be trained in order to make this choice clearer as every good chef needs to know what to or not to use for a dish. Unfortunately, the world we live in does not allow us to experiment with our capabilities without being ostracized or reduced to penury. Thus the need for specialization. And thus the need for education.

Another obvious question would be: how can we get education? It's easier to use metaphors and analogies when describing something like this, but a parallel in the real world is sometimes hard to provide. One answer could be a school, college or university. There are also other means to formally get education. Such as home-schooling, distance learning etc. All of these provide us with a forum to exchange knowledge - where we can gain as well as give. This is a guided and restricted form of education, especially in the Indian scenario. It is difficult to find a good school where we can tailor our education according to our needs and interests. Often, we fail to avail of the opportunity even if it is within our reach. Peer pressure, our parents' and elders' wants, whims and wishes and societal trends all play a role in influencing us. And this very often has an adverse effect with the student being unable to cope with the contradictory inputs and buckling under the combined pressure. An educational system where students can fulfil their desires and not bow to transient trends is necessary for proper development and realization of one's full potential. An example of how this can help could be the famous English poet John Keats. Trained to become a doctor, Keats renounced his apothecary's license to follow his desire, eventually creating a path for himself that no one else has quite been able to match.

Education is not just a pathway to money, as is often considered nowadays. The fact that it provides a doorway to affluence is secondary. Education is first and foremost, I believe, a source of joy and pleasure that is also a means of enhancing our capabilities. It is a landing that provides us with infinite doorways to choose to continue into, each leading to a different yet interconnected walk of life (after all, how can we forget that science and philosophy, despite being 'at odds with one another' go back beyond human comprehension?).

The needs of the human in order to lead a productive and satisfactory life have long been debated. Yet one point stands clear in this debate: along with the basic necessities of food, clothing and shelter, education is extremely necessary, especially in today's material world. After all, without education, one cannot gain employment and without employment, one cannot fulfil his/her basic needs and is considered a failure by modern society.

The knowledge we gain through our guided education is definitely useful for life in the sense that they will be required to succeed in gaining and maintaining employment, a must to be accepted in society. Not having a job is enough to have you labelled lazy, a failure, even weird or odd. And any employer will require you to have a thorough knowledge of your field, which is easily available for the taking through education.

Education provides us with an endless canvas. How much of it we put into use is up to us. New fields seem to emerge everyday - parapsychology, particle physics, noetics, to name a few. Although relatively 'unknown' or 'obscure', these have as much importance as the others we know of. The flood of engineers and accountants that India is facing seems to know no end. Easy money is apparently all people seems to think of. They are becoming flat characters in the play of life: although given names like 'security of future', lust for a fat wallet seems to be the only motivation.

On the other hand, there are billions of people around the world who want to get an education but are unable to due to poverty, geographical isolation, familial conditions or ignorance. Like the Lady Law, education is blind to the faults or favours of those who take a sip from its pool. The people who are not able to get to its banks because they are dragged back by the brambles of shortcomings - economic, social or cultural - have to endure a life full of superstition, fear, hopelessness, helplessness, poverty and exclusion. The literate but uneducated are considered equal to the illiterate as their life pretty much goes to waste (not everyone is the Old English poet Cædmon, after all). We must, however, keep in mind that this 'education' is totally career-oriented - a trait that has emerged in the past decades.

Let us now consider another angle. So far we talked of the relevance of education in the tangible corporeal world. But, being human beings, the intangible yet equally expansive world of our feelings is equally important. Education plays a major role in helping us find our niche here as well. We humans are inherently social. Even 'loners' have at least one person in their confidence. In fact, the more solitary one is, the stronger the bond is with those that person does interact with regularly. Even those who have large friend circles have an inner circle of those who they trust. So, where do these friends come from? Most of our friends and acquaintances come from school, college and our workplace and education is the line connecting these dots to one another. We go to school and college to get an education, as do those who become our friends. We talk about things that we have learnt somewhere down the line: academically, through music, film, news bulletins, books, etc. These, too, are an important part of our education. Academia alone is not enough to make us a complete person. It is definitely important, but our character and personality depends on our education as well. As we grow up, we learn new things and experience various feelings and emotions. Events and situations, too, play a part in education. Growing up, we have quarrelled with our parents. These sometimes go downhill over time and ruin the parent-child relationship. Alternatively, it can also teach us to give people space and motivate us into trying to understand before blindly contradicting. Regardless of that outcome, it teaches us what not to do when we take up the mantle of parenthood. Whether we put it to use is, of course, a completely different question altogether.

Besides academic information, schools also impart social education. They teach us, sometimes by pointing out our mistakes, what we should or shouldn't do in a particular situation. For instance, we learn to stand up and greet a teacher when he/she enters our classroom. We also learn to respect our higher-ups and when to follow instructions without question. This gives us an idea of the norms of society.

Education teaches us control. It tells us what is acceptable behaviour in a certain environment and what isn't. Experience, which is yet another form of education, often also teaches us when to exercise caution and when to be spontaneous. For example, at an informal gathering like a house party, it is acceptable - even expected - to wear casual clothes. Also, we can be freer in expressing ourselves: we can talk over one another, raise our voices etc. In an office party or a similar formal gathering, on the other hand, a certain code of conduct is expected to be followed. A professional front - in both mannerism and appearance - has to be maintained. Formal attire is required and an unruly or unkempt appearance must be avoided. We also learn these things through books, entertainment, word of mouth etc. Education and its imparting is therefore an intimate and implicit part of our social life as well.

Education is a major source of mental contentment. There is a simple, innocent pleasure in gaining knowledge. As sentient living beings, we humans are inherently curious. And fulfilling that curiosity paves the way for further questions to be answered, for the thirst for knowledge to become a quest for more. Also, considering the level of competition nowadays, any and every little snippet of information in addition to what our peers know gives us an edge in the rat race of modern life. And success because of that little edge gives us a great deal of satisfaction, joy and pride: the boost to our self-esteem that is essential to our well-being, mental and, thereby, physical.

A complete individual is one who leads a wholesome life. He/she has both contentment with his/her material possessions and mental satisfaction in his/her current place in life. The complete individual, hence, is one who has found a balance between the material and immaterial worlds: one who has both access to resources and the means to enjoy them; someone who has both adequate material possessions and happiness in life. And what makes all this possible but education?

Education is the True Path to Success

Government has a big role in providing its citizens proper education. Pakistan has undergone a number of changes since 1980s. Recent policy changes is slowly shaping the nation, making it look more and more like Western nations that embrace "Americanization." Pakistan is rapidly losing its social democratic status. Unfortunately, the so-called economic restructuring that is currently taking place is having adverse effects on the Pakistani school system and its students also. By analyzing the changes made to Pakistan's education system we can track neoliberalism's level of growth in the country. Privatization of education means transferring taxpayers' money designated for public education to luxuries of the Government, corporations, and/or individuals instead of to public schools, colleges, and universities. For the poor and middle class people, to have access in proper education, government's educational free facilities are most vital; should be available.

It is undisputed that common man creates government. Government exists to assure and protect the will of the people. Contrarily, against our will, almost all our costs of living including cost of education are now blatantly rigged against us. A huge percentage of our tax ultimately ends up in the pockets of politicians. Experience of the past about five years proves that our tax money is not going into our community; it is going into the pockets of the billionaires called our leaders - it is obscene. Our ruling elite have engineered a financial coup and have brought war to our doorstep; they have launched a war to eliminate the Pakistani middle and lower class. They have deprived the people of getting affordable quality education. Private and self-finance public institutes have high fees so the poor cannot afford that fee. Private or self-financing education is nothing but making our country back because not only rich people, who can afford, but also lower class and middle class families also have brilliant children and they want to study further in good institutions but financial problems create much stress upon them, students get a lot of stress, and sometimes it make them so desperate that they think to commit suicide thus who lose the talent? Our leaders, our country!

The state of the Pakistani educational system began to change and ultimately crumble after the 1980s. So called reforms have dramatically changed Pakistan's educational system, both from an economic and pedagogical perspective. There are clear signs that an affordable quality education in Pakistan is under threat. Pakistan's education system has fallen victim to neo-liberal globalization. Neo-liberalism has regarded the educational institutes more as a commodity exchange and commercial body than as a sacrosanct academic institution or means of social and national integration.

It is generally accepted that the educational level of each country have a direct relationship with its development; as much people have access to education, the country has more opportunities to grow. Therefore government has to spend an important part of its budget to provide good educational levels for its people. With the help of Government, the public institutions should promote access, affordability and attainment in education including higher education by reining in costs, providing value for poor families, and preparing students with a high quality education to succeed in their careers. The more hardworking students must be provided with a fair shot at pursuing higher education, because education is not a luxury: it is an economic imperative that every hardworking and responsible student should be able to afford.

Educational system is today being formulated only to meet the demands of government to meet neo-liberal agenda. Political leaders have been able to get away with these changes. The quality of education is going down, students are feeling the pressure to get the grades and teachers are left to deal with the ambiguity and the uncertainty of how to achieve the objectives and standards set by the state. This has had negative consequences on the educational system in Pakistan, which are impacting students, teachers and communities. Our educationists and the Government have done nothing to upgrade the quality of Pakistan's education system.

The bitter truth is our corrupt political elite don't want common people getting world-class education. PPP Government is out to systematically wipe out the HEC's achievements and destroy it in absolute terms. The poor are more marginalized after education is commercialized. Our children want education but they fail to cope in universities because everything is out of reach for middle and lower middle class students. Pakistan needs highly educated people to deal with the growing political dynamics that prevail - we should not be looking at the possibilities of outsourcing decision-making to external forces simply because we do not have people educated enough to strategize Pakistan's policies. To achieve this goal there must be affordable higher education in place. The government should also direct its efforts towards villages. It should open more schools and employ more teachers.

Opening of schools does not mean erecting costly buildings and employing an army of unwilling teachers who are not fit to do what they are required to do, as had been the case during last five years. Only merit based dedicated staff can make the dream of education for all a reality. The government should provide scholarships to brilliant students. The Government should be committed to placing a good education within reach of all who are willing to work for it helps build a strong Pakistani middle class. Equal opportunities of development to all the children during the period of growth should be the aim of the Government. Healthy and educated citizens are the driving force of a nation's productivity; the government should invest on this for the people to achieve their optimum well-being. We believe the government has an obligation to ensure that ample funding is made available to education sector. By investing in education, the government will be investing in its own success story of human resource development.

Shaukat Masood Zafar is an experienced banker and rural development professional. He is well known freelance columnist writing for daily Pakistan Observer, and several other national and international websites and newspapers. Economy, Politics, and Agricultural & Rural Development are especially areas of his interest. Currently he is associated with Pak News [http://paknews.pk] and Pakistan Tribune

The Absence of Science in Public Elementary School Curriculum

How important is a science education for your kids? Our public school system curricula are changing every day, and it's usually not for the better. Understandably, government-backed schools who are graded on students' proficiency in reading, writing and math put more of a focus on those subjects. More than ever, parents are turning to homeschooling to fill the gap left behind.

What Happened to Science?

There was a recent article in the news regarding elementary schools in Kansas, Colorado, Missouri, Oklahoma and Nebraska. The topic was science curriculum, which has been reduced or even - in some districts - eliminated in favor of putting an educational emphasis on reading and math. According to the AP newswire published in the Lawrence Journal-World, "as many as one in five elementary teachers in Kansas and surrounding states are reporting science grades on student report cards, despite the fact that they don't spend any time teaching the subject or testing pupils' knowledge in it."

What a travesty in terms of educational goals for our kids! This seems to be a trend not only in the Midwest but in public education districts across the nation.

The Importance of Teaching Science at Home

The good news, however, is that homeschool parents (and any other parents who are concerned about their child's education) aren't limited by this type of underfunding and overemphasis on everything but science.

In the National Academy of Sciences research paper, "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts and Core Ideas", the importance of science throughout a child's academic career is emphasized: "... integrating understanding the ideas of science with engagement in the practices of science and is designed to build students' proficiency and appreciation for science over multiple years of school. We believe that the education of the children of this nation is a vital national concern. The understanding of, and interest in, science and engineering that its citizens bring to bear in their personal and civic decision making is critical to good decisions about the nation's future."

The best way to help your kids comprehend science and be ready for college level coursework is to use a consistent, building blocks approach across grades K-12. Teach your kids the basics at an early age, then build on that knowledge by continually introducing new topics. I recommend that kids as young as five start with chemistry and physics courses in order to best prepare them for biology, astronomy and geology in subsequent years. They need an explanation of core scientific processes early on to combat their previously formed and often erroneous interpretation of the world around them.

Our children need to be actively engaged in hands-on learning throughout their entire undergraduate school career and this is the best way to develop deep comprehension. We cannot simply skip science education in the lower grades but expect students, by their twelfth year, to suddenly gain a deep understanding of science in the hopes they will continue their education in college. Not only does this approach help with comprehension and extrapolation of scientific concepts, it aids students in creating an organizational learning structure that encompasses other subjects so they excel in all.

The fact that so many public schools are skipping science in favor of the subjects on which they will be graded is both depressing and catastrophic. As a country lagging behind in STEM (science, technology, engineering and math) innovations, we need to encourage our children to embrace science. The earlier they learn real science and the more they continue their education, the better.

Real Science-4-Kids frames science in a way that encourages kids to examine opposing models. To find out more about our books, check out our website. You can see the full text of all our books online for free, so you can decide for yourself if our books are the back-to-school science books you want for your child.

Find out more about the worldview neutral Real Science 4 Kids curriculum created by Dr. Rebecca Keller, herself a homeschool mom, and other home school teaching resources on our Real Science blog [http://www.realscienceblog.com].

Why Atheists Will Never Find Proof of God And Why Information Sciences Did It

Actually, Is it possible to find the real proof of God?

Yes, if you really want to. If Truth - the truth of existence of God- is not your goal, no one can ever convince you to even consider a point of view that opposes what you believe to be correct.

I like to browse through "YouTube" looking for fresh ideas and insights. As religious and atheistic beliefs are related to my work, I sometimes enjoy watching videos of intellectual battles between atheists and believers.

I find my personal stance on these "debates" is that I am not on the side of believers, because often their position is backed up only by their belief in the sacredness of their religious scripts and authority of specific religious prophets.

But I don't support the atheists either. They platform themselves on words "science" and "objectivity," but if we look closer at how they approach the idea of God, we can see that they are quite irrational too, and not less than their opponents.

In my previous article I mentioned that the first common mistake atheists make is confusing "God" as an independent mysterious entity with religious interpretations of Him.

The second issue is that people naturally become irrational when they approach a problem without any intention to find the truth. If they have preconceived notions of their rightness, their arguments inevitably lose objectivity as in this case, when atheists do not accept even an idea of a possible proof of God.

Here is a typical example of a lame generalization used by atheists that I found in an atheistic video series:

"How can we prove or disprove God, if people say they cannot examine or test or have anything to do with God? How can we know what we are looking for?"

Let's look closer at what is actually said and how "unbiased" the real approach is of those who claim to represent scientific objectivity.

First of all, what kind of "people" say that we "cannot examine or have anything to do with God"?

Probably only those who have never had any experience of either examining God or "doing" something with God.

Who are those people?

Usually atheists.

I personally, have examined, tested and experienced God, as many others do, who come to God voluntarily and consciously at the age when we are able to make independent and responsible decisions of our own.

Yes, here we talk about personal experiences that cannot be objectively measured with scientific devices, but which nevertheless are absolutely true for a system of individual perception for an individual person. Multicultural, spiritual literature is a compilation and recording of hundreds of thousands of spiritual experiences that people have shared with the world. What is that but a huge amount of empirical data about "doing something" with God?

I agree that personal experiences are not objective "proof of God," however, to be perfectly scientifically honest; we cannot ignore these phenomena that have been experienced and recorded by hundreds of thousands of people for thousands of years. We also cannot ignore the phenomena of miracles, which are also quite well documented, especially during the 20th century.

True scientists, like Einstein, who look for Truth, never slam the door before the face of a new higher mystery that is waiting to be explored. Rather than jump to the conclusion that 'this is not possible,' they see the mystery as the peak of a new unconquerable mountain, which is hiding in the sky above the clouds just waiting for those who dare climb it.

Does it make sense to approach an inexplicable phenomenon with a ready-made attitude of rejection of the possibility to reveal the mystery of it? I don't think so as it is simply not productive.

True scientists and mountain-climbers have one thing in common: until they have courage and an open mind to believe that it's possible to get to the peak where no one has ever been before, they don't conquer the Everest or make mind-blowing scientific discoveries.

On another hand, the attitude of rejection makes sense, too: It is comfortable as it saves us from the possible embarrassment of admitting that at this moment we are incapable of explaining something.

This might be the reason why for many atheists the logic, functionality and precision of nature has never been enough proof of God as the ultimate Creator, as well as, tons of testimonies of those who have had their own personal spiritual experiences.

The third observation relates to how atheists use the word "science" when they attack religious irrationality.

Before opposing science to God, let's see what science actually is. According to Aristotle, "science refers to the body of reliable knowledge itself, of the type that can be logically and rationally explained." According to another definition, science is "any body of knowledge organized in a systematic manner."

Nobody will argue that the modern science has a very broad spectrum of "organized and logically explained knowledge," which includes: formal sciences, natural sciences, social sciences, behavioral sciences, political sciences, informational sciences, etc.

But here is the question: What kind of "science" do atheists use to justify their views?

As I noticed, the majority of atheists love to confront bible-proponents with their own "scientific trinity" of cosmology, microbiology and physics. Their argument is nearly always the same: there is no God as "science" could not discover its physical particle yet.

Come on, if all these debates are more than just entertainment, let's have a bit more common sense: How would it be possible to come to any relevant proof of God if we narrow modern science and its methodology to physical and natural sciences like physics, cosmology or microbiology, and exclude the other knowledge that equally coexists with these disciplines, for instance, formal and information sciences?

Are they less important?

Probably not, as formal sciences are rooted in Logic and provide logic as the ultimate instrument of exploring the Truth in any kind of other scientific discipline.

How rational would it be to apply methodology of physics or microbiology to cognitive or politic sciences? Sure, it's nonsense.

If there is no such thing as a particle of philosophy or linguistics, does it mean that they don't exist?

It's a well-known fact that we live in a dual world of tangible materialistic outer reality and intangible reality of thoughts, feelings, logic and information. So, let's leave the study our brain's cells, neurons and receptors to microbiology, but let's not confuse the brain with the mind as they are different things; and methods of physical sciences with all microscopes and telescopes are useless when dealing with the mysteries of the mind, and it's an easy extension to include the mysteries of the soul and God.

It's like using knives to eat soup and spoons to cut steaks.

By the 21st century science has accumulated enough instruments to successfully deal with any kind of knowledge or problem. Why not apply methods of system and information sciences to the phenomenon of God?

In the sense of understanding the essence of God and proof of God, system-informational approach is far more productive than anything else, as it offers the understanding of God as the ultimate and neutral informational system.

Any proof, including "proof of God" starts with unbiased observation and the collection of data. Then we organize this data using a system approach and mathematical logic. As any proof requires a system, we have to arrange all existing information into the totality of one hierarchical system before we can finally see what is what.

The system-informational approach leads us to an astonishing conclusion that in the world of information and systems in which we live, each system is formed by its own logic, which organizes the elements of the system in a perfect order with the purpose to serve the needs of the creator of that system.

As our Universe is a totality of magnificent hierarchy of endless systems, the God as the Creator of this divine system totality or System Matrix, must be not less than the Absolute Logic or the Absolute Law of Unity, which unites all possible elements of the universe in a perfect order.

Is it there any science-based framework other than system-informational approach that would allow us to conceptualize all existing information into one harmonious totality? No.

Is there any other neutral non-religious way to approach the ideas of God and Truth besides system and information sciences? Unlikely.

Maybe it's time for those who really care for truth to re-consider scientific approaches to the idea of God and move from the physical sciences to a system-informational methods when dealing with non-materialistic reality.

Humankind has enough knowledge and information to finally realize that the proof of God existence is possible and quite simple.

Elena Iam is an author of a new original concept "System Outlook" that unites Religious and Scientific world views and offers clear, logical and non-controversial ideas on what Truth is, what God is, what we are, what to live for and so on. System Outlook reveals ancient metaphysical mysteries in a simple modern form. Do you want to understand the essence of God, love, or the meaning of life? To receive free chapters and learn more, please visit http://systemoutlook.com/

Why Adult Education?

Whether one appreciates it or not, to live is to learn on a daily basis. Unless you simply repeat what you have always done, day in and day out, you are encountering at least slightly new situations which require you to think and lean in new and possibly challenging ways. Nothing is quite the same as it was decades ago, whether it be grocery shopping, driving a car, going to the doctor, or making career decisions, financial plans or political choices. The world has changed, and you and I must change with it!

Adult education is based on the idea that there is much more change in life than might meet the eye. Among the most successful people around are those who embrace life conscientiously, learn constantly, and wrestle with life's challenges and opportunities with an intelligent and thoughtful enthusiasm. In other words, those who "make good sense a way of life." Some individuals have a natural curiosity and interest in ideas and things new. They enjoy learning and are easily comfortable, even happy, with change and growth. Others, however, seem to learn, grow and change only by being sort of "dragged through" life. They tend to have less of an appreciation of the somewhat exciting dynamics that growth and change present. Theoretically, adult education is good for everyone. But, only those who relish life will likely enjoy it.

Adult education -- sometimes referred to as "on-going education" -- might resemble classroom learning in that you may register for, pay for, and attend a presentation or seminar in a formal classroom setting. But, very likely an adult education offering is shorter than courses of study at a high school, technical school, college or university. Each session is more "bite-sized" and is measured in clock hours rather than months or semesters. Usually anything resembling "homework" is optional and without any graded test or exam at the end of the session. Generally, the topic is very specialized and is intended to be informative, practical or insightful rather immediately. The purpose for each adult education opportunity is usually very specific and evident. At the end of the session, you leave with information usable almost at once.

Almost any topic is worthy of adult education status because in 21st Century society an ever increasing awareness is a requirement for responsible participation and effective decision-making. Life planning, political issues, health and medical issues, life-style issues, how-to-do-it items, household management, business management, time management, physical self-care, philosophy, religious ideas, culture and the arts, and just about anything else can be included in fruitful adult education presentations. And, while sometimes "a little learning is a dangerous thing" (for learning is like money or power, much depends on how you use them), you can only begin serious learning from the beginning of the issue or idea. You must risk learning only a little before you can successfully learn a great deal. There is no 3-hour seminar which will make you competent to practice law or medicine, a 3-hour presentation can effectively help you learn more than you knew before. Thus, you can more reasonably and intelligently engage in a useful professional legal or medical consultation.

If "ignorance is bliss," then ignorance can also become very dangerous and expensive. Adult education is a great modern remedy for ignorance. It has been said that once one stops learning and thinking, one has effectively "died" intellectually. Adult education is a great preventative measure for an intellectual "premature death." Everyone can do this. And it can be (in fact, it should be!) very enjoyable, even down right fun!

Adult education opportunities are offered by schools and school districts, colleges and universities, professions and industries, and by private adult education companies. Some are free of charge and some cost a moderate tuition. A quality adult education presentation is always worth much more than it's price. Search the web for "adult education" and similar key words and phrases, and you'll likely find a whole host of opportunities to live intelligently and insightfully.

For more information and for the opportunity to arrange for very practical and engaging adult education presentations on end-of-life issues planning, critical thinking and/or ethics, go to [http://www.winthink.net] and click on the various offerings pages for (1) Setting Your House In Order, (2) Critical Thinking, or (3) Organization Ethics. Author & presenter: Nathan Mamo.