> Sigh, I had posted this to Hubski hoping for a debate a cut above what was going on at Reddit.

Christ, I had commented this to Hubski hoping for fellow posters who aren't PC hypersensitive and actually pay attention to the argument I present.

If you would have read my post in full, and not just the first sentence that you love so much, you would see that I don't think he's retarded because of the opinion itself, I think he's retarded because the points he make are awful.

The author was correct in that the subject isn't that simple, and that educators should make an effort to get their students to critically think about the world around them. I believe that philosophical debate should be integrated into high school curriculum.

However, sitting down a group of seven year olds, lecturing them about morality and relativism, then telling them to engage in ethical discourse and debate over the concepts of moral realism versus antirealism would come to a grinding halt very quickly.

Ok, I admit that my scenario was a bit extreme, but I stand by the fact that these things come in steps. These kids can barely write their entire name, and their brains' are just now becoming physically capable of complex thoughts. Have you talked to a 2nd grader recently? It's not very stimulating.

The human mind is very malleable until the early 20's, so this process neither should be nor needs to be rushed. Let the kid live a little before he contemplates the abstract thoughts and questions about life.

> And I don't know what you mean by "Plus those are the actual definitions" of fact and opinion. Whose definitions? Who's the authority on this? Maybe they're accepted definitions in US educational institutions, but the point of the article is to question them.

I stated in my reply that they were simplified. Most definitions for kids that age are pretty simple as well, they don't have full their full cognitive processing abilities yet. The definition was written for a premature mind, it was written so that the children would be able to relate to it and then understand the meaning. Like nearly all subjects, the concept was planted so that they would be able to later build on that concept.

I'll elaborate on my math analogy. First you learn addition: 3+2=4. Then you learn multiplication: 3x2=6. Then you learn algebraic substitution: 3xA=6, therefore A=2. If before he was taught any of the steps, the kid was thrown 3xA=6, A=_?, it would confuse the hell out of him.

Just because I point out awful supporting points, don't assume that I'll write off an entire debate, and don't assume I'll write anyone with an opposing mindset off as an idiot. You present any position that I agree with, but if it's poorly thought out and full of holes, expect it to be written off.