Pls. take time to read the following lengthy but beautiful argument
> frowarded to me by a muslim brother!
>
> Why Science fails to explain God.
>
> "Professing to be wise, they became fools . . .. "
> "LET ME EXPLAIN THE problem science has with God."
> The atheist professor of philosophy pauses before his class and then asks one
> of his new students to stand.
> "You're a Muslim, aren't you, son?"
> "Yes, sir."
> "So you believe in God?"
> "Absolutely."
> "Is God good?"
> "Sure! God's good."
> "Is God all-powerful? Can God do anything?"
> "Yes."
> "Are you good or evil?"
> "The Koran says I'm evil."
> The professor grins knowingly. "Ahh! THE KORAN!" He considers for a moment.
> "Here's one for you. Let's say there's a sick person over here and you can
cure him. You can do it. Would you help them? "Would you try?"
> "Yes sir, I would."
> "So you're good...!"
> "I wouldn't say that."
> "Why not say that? You would help a sick and maimed person if you
> could...in fact most of us would if we could... God doesn't.
> [No answer.]
> "He doesn't, does he? My brother was a Muslim who died of cancer even
> though he prayed to God to heal him. How is this God good? Hmmm? Can you
> answer that one?"
> [No answer]
> The elderly man is sympathetic. "No, you can't, can you?" He takes a sip of
> water from a glass on his desk to give the student time to relax. In
> philosophy, you have to go easy with the new ones.
> "Let's start again, young fella." "Is God good?"
> "Er... Yes."
> "Is Satan good?"
> "No."
> "Where does Satan come from?" The student falters.
> "From... God..."
> "That's right. God made Satan, didn't he?" The elderly man runs his bony
> fingers through his thinning hair and turns to the smirking, student
> audience. "I think we're going to have a lot of fun this semester, ladies
> and gentlemen." He turns back to the Muslim. "Tell me, son. Is there evil
> in this world?"
> "Yes, sir."
> "Evil's everywhere, isn't it? Did God make everything?"
> "Yes."
> "Who created evil?
> [No answer]
> "Is there sickness in this world? Immorality? Hatred? Ugliness?
> All the terrible things - do they exist in this world?"
> The student squirms on his feet. "Yes."
> "Who created them? "
> [No answer]
> The professor suddenly shouts at his student. "WHO CREATED THEM? TELL ME,
> PLEASE!" The professor closes in for the kill and climbs into the Muslim's
> face. In a still small voice: "God created all evil, didn't He, son?"
> [No answer]
> The student tries to hold the steady, experienced gaze and fails. Suddenly
> the lecturer breaks away to pace the front of the classroom like an aging
> panther. The class is mesmerized.
> "Tell me," he continues, "How is it that this God is good if He created all
> evil throughout all time?" The professor swishes his arms around to
> encompass the wickedness of the world. "All the hatred, the brutality, all
> the pain, all the torture, all the death and ugliness and all the suffering
> created by this good God is all over the world, isn't it, young man?"
> [No answer]
> "Don't you see it all over the place? Huh?"
> Pause.
> "Don't you?" The professor leans into the student's face again and
> whispers, "Is God good?"
> [No answer]
> "Do you believe in God, son?"
> The student's voice betrays him and cracks. "Yes, professor. I do."
> The old man shakes his head sadly. "Science says you have five senses you
> use to identify and observe the world around you. Have you? "
> "No, sir. I've never seen Him."
> "Then tell us if you've ever heard your God?"
> "No, sir. I have not."
> "Have you ever felt your God, tasted your God or smelt your God...in fact,
> do you have any sensory perception of your God whatsoever?"
> [No answer]
> "Answer me, please."
> "No, sir, I'm afraid I haven't."
> "You're AFRAID... you haven't?"
> "No, sir."
> "Yet you still believe in him?"
> "...yes..."
> "That takes FAITH!" The professor smiles sagely at the underling.
> "According to the rules of empirical, testable, demonstrable
> protocol, science says your God doesn't exist. What do you say to that,
> son? Where is your God now?"
> [The student doesn't answer]
> "Sit down, please."
> The Muslim sits...Defeated.
> Another Muslim raises his hand.
> "Professor, may I address the class?"
> The professor turns and smiles. "Ah, another Muslim in the vanguard! Come,
> come, young man. Speak some proper wisdom to the gathering."
> The Muslim looks around the room. "Some interesting points you are making,
> sir. Now I've got a question for you. Is there such thing as heat?"
> "Yes," the professor replies. "There's heat."
> "Is there such a thing as cold?"
> "Yes, son, there's cold too."
> "No, sir, there isn't."
> The professor's grin freezes. The room suddenly goes very cold. The second
> Muslim continues. "You can have lots of heat, even more heat, super-heat,
> mega-heat, white heat, a little heat or no heat but we don't have anything
> called 'cold'. We can hit 458 degrees below zero, which is no heat, but we
> can't go any further after that. There is no such thing as cold, otherwise
> we would be able to go colder than 458 - You see, sir, cold is only a word
> we use to describe the absence of heat. We cannot measure cold. Heat we
> can measure in thermal units because heat is energy. Cold is not the
> opposite of heat, sir, just the absence of it."
> Silence. A pin drops somewhere in the classroom.
> "Is there such a thing as darkness, professor?"
> "That's a dumb question, son. What is night if it isn't darkness?
> What are you getting at...?"
> "So you say there is such a thing as darkness?"
> "Yes..."
> "You're wrong again, sir. Darkness is not something, it is the absence of
> something. You can have low light, normal light, bright light, flashing
> light but if you have no light constantly you have nothing and it's called
> darkness, isn't it? That's the meaning we use to define the word. In
> reality, Darkness isn't. If it were, you would be able to make darkness
> darker and give me a jar of it. Can you...give me a jar of darker darkness,
> professor?"
> Despite himself, the professor smiles at the young effrontery before him.
> This will indeed be a good semester. "Would you mind telling us what your
> point is, young man?"
> "Yes, professor. My point is, your philosophical premise is flawed to start
> with and so your conclusion must be in error...."
> The professor goes toxic. "Flawed...? How dare you...!""
> "Sir, may I explain what I mean?"
> The class is all ears.
> "Explain... oh, explain..." The professor makes an admirable effort to
> regain control. Suddenly he is affability itself. He waves his hand to
> silence the class, for the student to continue.
> "You are working on the premise of duality," the Muslim explains.
> "That for example there is life and then there's death; a good God and a
> bad God. You are viewing the concept of God as something finite, something
> we can measure. Sir, science cannot even explain a thought. It uses
> electricity and magnetism but has never seen, much less fully understood
> them. To view death as the opposite of life is to be ignorant of the fact
> that death cannot exist as a substantive thing. Death is not the opposite
> of life, merely the absence of it."
> The young man holds up a newspaper he takes from the desk of a neighbor who
> has been reading it. "Here is one of the most disgusting tabloids this
> country hosts, professor. Is there such a thing as immorality?"
> "Of course there is, now look..."
> "Wrong again, sir. You see, immorality is merely the absence of morality.
> Is there such thing as injustice? No. Injustice is the absence of justice.
> Is there such a thing as evil?" The Muslim pauses. "Isn't evil the absence
> of good?"
> The professor's face has turned an alarming color. He is so angry he is
> temporarily speechless.
> The Muslim continues. "If there is evil in the world, professor, and we all
> agree there is, then God, if he exists, must be accomplishing a work
> through the agency of evil. What is that work, God is accomplishing? The
> Bible tells us it is to see if each one of us will, of our own free will,
> choose good over evil."
> The professor bridles. "As a philosophical scientist, I don't vie this
> matter as having anything to do with any choice; as a realist, I
> absolutely do not recognize the concept of God or any other theological
> factor as being part of the world equation because God is not observable."
> "I would have thought that the absence of God's moral code in this world is
> probably one of the most observable phenomena going," the Muslim replies.
> "Newspapers make billions of dollars reporting it every week! Tell me,
> professor. Do you teach your students that they evolved from a monkey?"
> "If you are referring to the natural evolutionary process, young man, yes,
> of course I do."
> "Have you ever observed evolution with your own eyes, sir?"
> The professor makes a sucking sound with his teeth and gives his student a
> silent, stony stare.
> "Professor. Since no-one has ever observed the process of evolution at work
> and cannot even prove that this process is an on-going endeavor, are you
> not teaching your opinion, sir? Are you now not a scientist, but a priest?"
> "I'll overlook your impudence in the light of our philosophical discussion.
> Now, have you quite finished?" the professor hisses.
> "So you don't accept God's moral code to do what is righteous?"
> "I believe in what is - that's science!"
> "Ahh! SCIENCE!" the student's face splits into a grin.
> "Sir, you rightly state that science is the study of observed phenomena.
> Science too is a premise which is flawed..."
> SCIENCE IS FLAWED..?" the professor splutters.
> The class is in uproar.
> The Muslim remains standing until the commotion has subsided.
> "To continue the point you were making earlier to the other student, may I
> give you an example of what I mean?"
> The professor wisely keeps silent.
> The Muslim looks around the room. "Is there anyone in the class who has
> ever seen the professor's brain?".
> The class breaks out in laughter.
> The Muslim points towards his elderly, crumbling tutor. "Is there anyone
> here who has ever heard the professor's brain... felt the professor's
> brain, touched or smelt the professor's brain?".
> No one appears to have done so.
> The Muslim shakes his head sadly. "It appears no-one here has had any
> sensory perception of the professor's brain whatsoever.
> Well, according to the rules of empirical, stable,demonstrable protocol,
> science, I DECLARE that the professor has no brain."
> The class is in chaos.
> The Muslim sits... Because that is what a chair is
> for.
>
> FROM A MUSLIM BROTHER
>
> Regards,
> Ammar
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