Renaissance Science, Registered 21st Century Rebirth Document

This essay is the birth certificate of the 21st Century Renaissance. It shows how the life-science of the Classical Greek era's Humanities has been upgraded in order to bring balance into Western technological culture. Many philosophers have warned that the fate of human civilisation depends upon achieving that goal.

The ancient Greek Parthenon represented a Greek life-science culture, symbolising concepts of political government long lost to modern Western science. The Ottoman military once stored gunpowder in the Parthenon and in1687 a Venetian mortar round blew the building into ruin. Recent restoration techniques using computers revealed that strange illusionary optical engineering principles had been used in the building's construction. We know that they were associated with the mathematics of the Music of the Spheres that Pythagoras had brought back from the Egyptian Mystery Schools. We also know that Plato considered that any engineer who did not understand about spiritual optical engineering principles was a barbarian.

Harvard University's Novartis Chair Professor, Amy Edmondson, in her online biography of Buckminster Fuller, The Fuller Explanation, wrote about how Fuller had plagiarised Plato's spiritual engineering discoveries and used them to derive his life-science synergistic theories. Those theories, which completely challenged the basis of the 20th Century Einsteinian world-view are now the basis of a new medical science instigated by the three 1996 Nobel Laureates in Chemistry. During the 21st Century the complex Fullerene geometrical reasoning has brought about the rebirth of the lost ancient Greek optical science of life. This is now rewriting Western technological culture, so there is a need to know why Buckminster Fuller wrote that this reunification provides a choice between Utopia or Oblivion.

After presenting complex geometrical reasoning, Professor Edmondson wrote, "By now familiar with Fuller's underlying assumptions, we shall take time out to introduce some background material. The origins of humanity's fascination with geometry can be traced back four thousand years, to the Babylonian and Egyptian civilisations; two millennia later, geometry flourished in ancient Greece, and its development continues today. Yet most of us know almost nothing about the accumulated findings of this long search. Familiarity with some of these geometric shapes and transformations will ease the rest of the journey into the intricacies of synergetics."

Human survival now depends upon a more general understanding that ethics is not about how science is used but about what is the ethical form of the spiritual, or holographic structure of science itself. There is no need for the reader to become conversant with the complex geometrical equations suggested by Professor Amy Edmondson, in order to follow the journey of ethical logic from ancient Egypt to the 21st Century Renaissance. However, before undertaking that journey we need to realise the nightmare scenario that the unbalanced 20th Century understanding of science has forced global humanity to endure and which Buckminster Fuller warned about.

In 1903, Lord Bertrand Russell's book A Freeman's Worship was published, containing his vision of A Universe in Thermodynamic Ruin. This nightmare mathematical assessment of reality stated that all the most ennobling thoughts of humankind amounted to nothing at all and all life in the universe must be destroyed. Lord Russell wrote that humans must endure, with total despair, the hopelessness of living within a reality that was totally governed by a lifeless energy law that Einstein was to call The Premier law of all science.

The name of the law governing 20th Century technological culture is the Second Law of Thermodynamics. It is also known as the Universal heat death law or, the Law of Universal chaos.

That law demands the total extinction of all life in the universe when all heat is dissipated into cold space. As a result of that law, all life sciences, including global economic rationalism, can only be about species moving toward this imaginary heat death extinction.

Buckminster Fuller's life-science energy does not obey the heat death law. It is based instead upon fractal logic, which exists forever. Einstein's governing death-science law is the correct basis of modern chemistry, but that chemistry is balanced by Plato's spiritual engineering principles, or the functioning of Fullerene holographic 'chemistry'. While mainstream science does indeed accept that fractal logic extends to infinity, no life science within the Western technological culture can possibly be part of its workings. That mindset can be a serious distraction to biologists who seek to associate rain cloud fractal logic with the effects of climate change upon human evolution.

In 1996 within an Open Letter to the Secretariat of the United Nations on behalf of the Science-Art Research Centre of Australia, Australian National Library Canberra Australian Citation RECORD 2645463, a complaint was made that the Australian Government was unintentionally committing a major crime against humanity for endorsing a totally entropic educational system governed by the second law of thermodynamics. At the United Nations University in Washington the complaint was handed to the United Nations University Millennium, Project-Australasian Node, for investigation. Seven years of peer reviewed research ensued, concluding that the complaint was justified. In 2006 a formal Decree of Recognition was issued by the Australasian Division of the United Nations University Millennium Project, attesting to the urgent global importance of this issue.

Having contrasted the 21st Century rebirth of Classical Greek fractal logic life-science - the New Renaissance, with the 20th Century nightmare, we can follow Professor Amy Edmondson's advice to begin our journey of ethical understanding from ancient Egypt. (George Sarton's, A History of Science argues that ancient Kemetic theories of Egypt were scientific and established the foundations of later Hellenistic science).

The ability of the ancient Egyptian Old Kingdom to reason that two geometries existed to balance the workings of the universe was praised by the Greek philosopher Plato, whose fundamental idea was that "All is Geometry". Old Kingdom wall paintings depicted that evil thoughts prevented evolutionary access to a spiritual reality. The geometry used to survey farm boundaries lost each year when the River Nile flooded was quite different from the sacred geometries basic to Egyptian religious ceremonies.

The BBC television program about the collapse of the Egyptian Old Kingdom by Professor Fekri Hassan of the Institute of Archaeology, University College, London, explained that some 4000 years ago, a prolonged drought collapsed the First Kingdom, soon after the death of King Pepy II. Professor Hassan explains that 100 years after the collapse, hieroglyphs record that Egyptian government was restored when the people insisted that the ethics of social justice, mercy and compassion were fused into the fabric of political law. It is rather important to realise that at that point of time in history, ethics associated with fractal geometrical logic had been fused into a political structure.

During the 6th Century BCE the Greek scholar Thales went to Egypt to study the ethics of life-science at the Egyptian Mystery schools and he advised Pythagoras to do the same. Pythagoras learned that evolutionary wisdom was generated by the movement of celestial bodies, which the Greeks called The music of the Spheres. It was thought that this harmonic music could transfer its wisdom to the atomic movement of the soul through the forces of harmonic resonance, such as when a high note shatters a wine glass.

The Platonic tradition of Greek philosophy was to fuse ethics into a model of reality called the Nous, postulated by the scientific thinker Anaxagoras. The Nous was a whirling force that acted upon primordial particles in space to form the worlds and to evolve intelligence. The ancient Greeks decided to invent science by fusing further ethics into the fractal logic structure of the Nous. The harmonic movement of the moon could be thought to influence the female fertility cycle and this science could explain a mother's love and compassion for children. The Classical Greek science was about how humans might establish an ethical life-science to guide ennobling political government. The idea was, that by existing for the health of the universe, human civilisation would avoid extinction.

The Classical Greek life-science was constructed upon the concept of good and evil. Good was For the Health of the Universe. A very precise definition of evil is found in Plato's book, The Timaeus. Evil was classified as a destructive property of unformed matter within the physical atom.

The ancient Greek atom was considered to be physically indivisible and it can be considered that the anti-life properties of nuclear radiation had been classified as evil. Modern chemistry is constructed upon the logic of universal atomic decay, which is governed by the second law of thermodynamics. The Egyptian concept of evil thought processes leading to oblivion echoes Plato's and Buckminster Fuller's concepts of an oblivion brought about through an obsession with an unbalanced geometrical world-view.

The Max Plank Astrophysicist, Professor Peter Kafka, in his six essays entitled The Principle of Creation and the Global Acceleration Crisis, written over a period from 1976 to 1994, predicted the current global financial collapse being brought about by "scientists, technologists and politicians" who had an unbalanced understanding of the second law of thermodynamics. Kafka wrote in chapter four, entitled Ethics from Physics, that the second law of thermodynamics had been known for centuries. Kafka realised that it had various other names throughout history such as Diabolos, the Destroyer of Worlds, the evil god of Plato's Physics of Chaos, now the god of modern Chaos Physics.

The science to explain a mother's love for children involving both celestial and atomic movement became associated with the Science of Universal Love taught in Greece during the 3rd Century BCE.

Julius Caesar's colleague, the Historian Cicero, recorded during the 1st Century BCE, that this science was being taught throughout Italy and across to Turkey by teachers called 'saviours'. He considered that such teaching challenged Roman political stability. During the 5th Century some 1000 years of fractal logic scrolls held in the Great Library of Alexandria were burned. The custodian of the library, the mathematician Hypatia, was brutally murdered by a Christain mob during the rule of Pope Cyril. Hypatia's fractal logic life-science was condemned by St Augustine as the work of the Devil. In his The Decline and Fall of the Roman Empire, Edward Gibbon marked Hypatia's murder as the beginning of the Dark Ages.

Encyclopaedia Britannica lists St Augustine as the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament, influencing both Protestant and Catholic religious belief in modern times. His translation of Plato's atomic evil as female sexuality, influenced the 13th Century Angel Physics of St Thomas Aquinas, known as History's Doctor of Science. During the mid 14th Century until the mid 17th Century, Angel Physics was used to legalise the imprisonment, ritualistic torture and burning alive of countless women and children. The argument that Augustine's banishment of fractal life-science logic in the 5th Century was responsible for Western life-science becoming obsessed with the second law of thermodynamics can be validated.

The Reverend Thomas Malthus derived his famous Principles of Population essay from the writings of St Thomas Aquinas and used it to establish the economic and political policies of the East India Company. Charles Darwin, employed by that company, cited Malthus' essay as the basis of his survival of the fittest life-science. Darwin, in the 18th Century, held the essay as synonymous with the second law of thermodynamics.

Plato's Academy had been closed for being a pagan institution in 529 by the Christian Emperor Justinian, Banished Greek scholars fled to Islamic Spain where their theories were tolerated. The Golden Age of Islamic science, from which Western science emerged, included the Translation School in Toledo. Islamic, Christian and Jewish scholars worked together to translate the lost Greek ideas into Latin. The Franciscan monk, Roger Bacon, during the 13th Century studied work from Jewish scholars familiar with the research undertaken at the Toledo school. Pope Clement IV encouraged Bacon to write his pagan ideas in secret, but after the death of Clement IV, Roger Bacon was imprisoned by the Franciscans.

Roger Bacon developed ideas about flying machines, horseless carriages,submarines and self propelling ships from the same Islamic source that later inspired Leonardo da Vinci. Roger Bacon studied the optics of Plato and the upgrading of Plato's optics by Islamic scholars. Unlike Leonardo, Roger Bacon agreed with Al Haytham, History's Father of Optics, that the eye could not be the source of all knowledge, an erroneous idea of reality that Descartes and Sir Francis Bacon, the Renaissance author and father of inductive reasoning, used to usher in the age of industrial entropic materialism. Thomas Jefferson, inspired by Francis Bacon's vision of a great Empire for All Men based upon all knowledge from the eye, depicted the concept onto the Great Seal Of America.

Cosimo Medici, with the help of Sultan Memhed II, re-established Plato's Academy in Florence during the 15th Century. Cosimo appointed Marcilio Ficino as its manager. Ficino wrote about the Platonic love associated with the Music of the Spheres influencing the atoms of the soul. He carefully avoided serious charges of heresy by placing eminent Christian figures into his writings and paintings associated with the new Platonic Academy. Two famous paintings commissioned by the Medici that survived the Great Burning, instigated by the Christian Monk Savarola, illustrated Ficino's cunning.

In 1480 Botticelli was commissioned to paint a portrait of St Augustine in His Study, in which a book is depicted opened at a page displaying Pythagorean mathematics. Alongside the written formulae is an instrument for observing celestial movement. Augustine is gazing directly at an armillary sphere, an instrument used to calculate data relevant to Pythagoras' Music of the Spheres. The Saint's halo, accepted at that time as representing the consciousness of the soul, upon close examination, has a spherical book-stud within its orbit, depicting Ficino's atom of the soul responding to the Music of the Spheres.

At the same time that Botticelli was commissioned to paint Augustine's portrait, Ghirlandhiao was commissioned to paint a portrait of Augustine's close colleague, St Jerome in His Study. Again, with careful examination, Jerome's halo can be seen to have a spherical bookstud placed into its orbit, demonstrating that Botticelli's depiction of the atom of the soul associated with the Music of the Spheres was not coincidental. Both Botticell and Ghirlandaio were mentors to Leonardo da Vinci.

By realising that Roger Bacon's knowledge of Platonic optics was generally superior to Leonardo's, the Science-Art Research Centre of Australia, in collaboration with a cancer research team at the University of Sydney, during 1986, was able to successfully modify the optical key to Leonardo's da Vinci's Theory of Knowledge. This discovery also corrected the optics understanding of Descates, Sir Francis Bacon, Lord Russell, Emmanuel Kant, Albert Einstein and other scientists who considered Al Haitham's optics as being industrially impractical.

The Science-Art Research Centre's correction to the crucial optics key was published in a Science-Art book launched in Los Angeles in 1989 under the auspices of the Hollywood Thalian Mental Health Organisation. In 1991 the Nobel Prize in Physics was awarded to Peirre de Genes for his theories about liquid crystal optics. In the following year the vast new science and technology, predicted by the Science-Art Centre's correction of da Vinci's work, was discovered The principal discoverer, Professor Barry Ninham of the Australian National University, later to become the Italy's National Chair of Chemistry, wrote that the Centre's work encompassed a revolution of thought, as important to science and society as the Copernican and Newtonian revolutions.

Leonardo da Vinci was certainly a great genius, but he was not really the Man of the Renaissance at all, because he was unable to comprehend the life-energy basis of Plato's spiritual optical engineering principles. He had attempted to develop the relevant optics for several years then reverted back to what Plato had referred to as the engineering practices of a barbarian. On the other hand, Sir Isaac Newton, was a genuine Man of the Renaissance, as his unpublished papers, discovered last century revealed. His certain conviction that "a more profound natural philosophy existed to balance the mechanical description of the universe," was based upon the same physics principles that upheld the lost Classical Greek Era's science of life and they are now at the cutting edge of fractal logic quantum biology.

The 20th Century began with the aforesaid Lord Bertrand Russell's horrific acquiescence to enslavement by the second law of thermodynamics in 1903, followed in 1905 by Einstein's unbalanced E=Mc2. TIME Magazine's Century of Science lists Maria Montessori as the greatest scientist of 1907. Her association with President Woodrow Wilson, Alexander Graham Bell, Thomas Jefferson and Teildard de Chardin demonstrated how the entropy law embraces Plato's definition of evil. Montessorri called the second law of thermodynamics the energy greed law. Montessori and de Chardin's electromagnetic life-science key to open their Golden Gates of the future were derived from concepts based upon the spiritualisation of matter and humanity evolving with the cosmos. That was in direct contrast to the electromagnetic understanding of Alexander Graham Bell.

President Wilson was genuinely troubled by the loss of life during World War I. He and Alexander Bell chose Darwin's entropic life-science as the electromagnetic key to the future of America rather that Montessori's. After World War II, High Command Nazi prisoners at the Nuremberg War Crimes Tribunal protested that Adolph Hitler had based the policies of the Third Reich upon the the Darwinian Eugenics of which Present Wilson and Alexander Bell had been involved with.

The scientist, Matti Pitkanen, can be considered to have upgraded de Chardin's ethical electromagnetic key to open Montessori's Golden Gates to the future. De Chardin insisted that the gates would only open for all people at the same time and not for any chosen race nor privileged few. Pitkanen noted that the earth's regular deflection of potentially lethal radiation from the sun fulfilled the criteria of an act of consciousness, protecting all life on earth at the same time.

The 1937 Nobel Prize Winner for Medicine, Szent-Gyoergyi, wrote a book about scientists who did not recognise that their understanding of the second law of thermodynamics was balanced by the evolution of consciousness. The title of the book was The Crazy Apes. In his 1959 Rede Lecture at the University of Cambridge in 1959, the Molecular Biologist, Sir C P Snow, argued that the inadequate understanding about the nature and functioning of the second law of thermodynamics by his fellow scientists was scientifically irresponsible. He referred to their thinking as belonging to their neolithic cave dwelling ancestors. The title of Snow's lecture was The Two Cultures and the Scientific Revolution. This book was listed by The Times Literary Supplement as one of 100 books most influencing Western public thinking since World War II and has been systematically denounced ever since.

During the past 15 years, science has developed so rapidly that it has given the Humanities no time to grasp the significance of the social ramifications of the rebirth of Fuller's Platonic spiritual, or holographic, engineering principles from ancient Greece. Organised religious opposition to criticism of the understanding of the second law of thermodynamics from Christian schools, Colleges and Universities has been extremely thorough throughout the world. For example Professor F M Cornford, educated at St Paul's School and Trinity College, Cambridge, was made a Fellow in 1899, becoming the Laurence Professor of Ancient Philosophy in 1932, and was elected a Fellow of the British Academy in 1937. His grasp of the ancient Greek fractal science of life can be shown to be completely illogical, yet it is the foundation for well organised international academic study courses at the present time.

Since 1932 Cambridge University has produced ten editions of Cornford's book Before and after Socrates. Cornford states in this book that Plato can be considered as one of the greatest fathers of the Christian religion. Encyclopaedia Britannica advises that St Augustine was the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament. Such pious academic reasoning flies in the face of Plato's spiritual engineering principles being observed functioning within the DNA as a function of a fractal life-science evolutionary function, and is therefore ludicrous.Plato defined that reasoning as being ignorant and barbaric and the language of engineers not fit to be considered philosophers. The Harvard Smithsonian/NASA High Energy Astrophysics Division Library has published papers by the Science Advisor to the Belgrade Institute of Physics, Professor Petar Grujic, arguing that the Classical Greek life-science was based upon fractal logic, a totally incomprehensible concept within the much lauded ancient Greek study courses currently set for post graduate studies.

Having arrived at the destination of Professor Amy Edmondson's journey from ancient Egypt to modern times, in order to be educated about the importance of Buckminster Fuller's geometrical understanding, we are able to grasp the stark reality of the title of his book Utopia or Oblivion. The objective of this essay, to construct the foundations of the Social Cradle to nurture the Florentine New Measurement of Humanity Renaissance, was derived from that book. The following explains the Science-Art Research Centre of Australia's long and arduous struggle to help contribute towards the vital human survival research now being carried out under the auspices of the New Florentine Renaissance.

In 1979 the Science Unit of Australian National Television documented the work of the Science-Art Research Centre into its eight part series The Scientists-Profiles of Discovery. During that year, at the International Centre for Theoretical Physics in Trieste, China's most highly awarded physicist, Kun Huang, proposed a research plan that was put into operation by the Centre. Professor Huang was angry that Einstein and the framers of the 20th Century world-view were unable to discuss the Classical Greek life sciences in infinite biological energy terms. He proposed that by observing the evolutionary patterning changes to species designed upon ancient Greek Golden Mean geometry, it should be possible to deduce the nature of the life-force governing their evolution through space-time.

Huang suggested that the world's seashell fossil record would provide the necessary patterning-change information. The research was assisted by the communities of the six towns comprising the Riverland Region of South Australia. During the 1980s the Centre's several seashell life-energy papers, written by the Centre's mathematician, Chris Illert, were published by Italy's leading scientific journal, il Nuovo Cimento. In 1990 two of the papers were selected as important discoveries of the 20th Century and were reprinted by the world's leading technological research institute, the Institute of Electrical and Electronic Engineers in Washington.

By deriving an Art-master optics formula from the Italian Renaissance, which can be considered to be associated with fractal logic, a simulation of a living seashell creature was generated. By lowering the musical harmonics a simulation of the creature's fossil ancestor was obtained. By lowering the musical order by a different amount, the simulation of a strange, grotesque creature was generated. The Smithsonian Institute identified the fossil as being the famous Nipponites Mirabilis that drifted along the coast of Japan 20 million years ago. It was designed to drift along upright in water in order to ensnare its prey. Chris Illert became the first scientist to link its evolution to a living seashell.

In 1995 the discovery won an internationally peer reviewed Biology Prize from the Institute for Basic Research in America. China's most eminent physicist, Kun Huang, was greatly honoured. The work was acclaimed for the discovery of new physics laws governing optimum biological growth and development through space-time. The Research Institute's President, Professor Ruggero Santilli, in collaboration with the Centre's mathematician, made a most important observation. He observed that the accepted scientific world-view could not be used to generate such futuristic simulations. Instead it generated cancer-like biological distortions through space-time.

The Centre's Bio-Aesthetics Researcher, the late Dr George Robert Cockburn, Royal Fellow of Medicine (London), who had worked with the centre's mathematician, became concerned by the scientific community's refusal to challenge its obsolete understanding of the second law of thermodynamics. He published several books about creative consciousness based upon the ancient Greek fractal logic life-science. His correction to Emmanuel Kant's Aesthetics was later found to be validated by the 19th Century's mathematician Bernard Bolzano's Theory of Science. Bolzano's own correction to Emmanuel Kant's ethics had been assessed by Edmund Husserl in his Logical Investigations- vol. I - Prolegomena to a pure logic 61 (Appendix) (1900), as being the work of one of the greatest logicians of all time.

We know that Bolzano corrected the ethical logic of Immanuel Kant by using aspects of fractal logic, as the famous Bolzano-Weierstrass theorem of 1817 is now synonymous with the pioneering of modern fractal logic. The Aesthetics associated with Emmanuel Kant belonging to the destructive entropic world-view are hailed as being of global importance during the 21st Century, when, in fact, they are known to be obsolete. J Alberto Coffa's book The semantic tradition from Kant to Carnap: to the Vienna station, edited by Linda Wessels - Cambridge, Cambridge University Press 1991 contains the statement "Kant had not even seen these problems; Bolzano solved them. And his solutions were made possible by, and were the source of, a new approach to the content and character of a priori knowledge." The famous Bolzano-Weierstrass theorem was based upon fractal logic concepts.

In the book The Beauty of Fractals- Images of Complex Dynamical Systems is a chapter entitled Freedom, Science and Aesthetics by Professor Gert Eilenberger, who also corrected an aspect of Kantian Aesthetics in order to upgrade quantum mechanics into quantum biology. Professor Eilenberger wrote about the excitement surrounding pictures of fractal computer art, as demonstrating that "out of research an inner connection, a bridge, can be made between rational scientific insight and emotional aesthetic appeal; these two modes of cognition of the human species are now beginning to concur in their estimation of what constitutes nature".

The Science-Art Centre had discovered that by using special 3-D optical glasses, holographic images emerge from within fractal computer generated artwork. The excitement within the art-work itself extends to the realisation that, over the centuries, certain paintings reveal the same phenomenon, created unconsciously by the artist, indicating the existence of an aspect of evolving creative consciousness associated with Plato's spiritual optical engineering principles now linked to the new Fullerene life-science chemistry.

The electromagnetic evolutionary information properties generated into existence by the liquid crystal optical functioning of the fertilised ovum are transmitted to the first bone created within the human embryo. From the Humanoid fossil record, each time that bone changes its Golden Mean patterning design, a new humanoid species emerges. It is currently altering its shape under the influence of the same physics forces responsible for seashell evolution, as was discovered by the Science-Art Research Centre of Australia during the 1980s. The sphenoid bone is in vibrational contact with the seashell design of the human cochlea.The design of Nipponites Mirabilis was to keep its owner upright in water, the cochlea design is to enable humans to balance so as to keep them upright on land.

The cerebral electromagnetic functioning of creative human consciousness as a Grand Music of the Spheres Composition has been adequately charted by Texas University's Dr Richard Merrick in his book Interference. The Fullerene life-science of the three 1996 Nobel Laureates in Chemistry has found expression within the medical company, C Sixty Inc. The Science-Art Research Centre in Australia considers that Buckminster Fuller's crucial Social Cradle within the Arts, under the auspices of the Florentine New Renassaince Project might be able to bring to the public an understanding for the global betterment of the human condition.

China's most eminent physicist, Hun Huang's research program can now be upgraded to generate healthy sustainable futuristic human simulations through millions of space-time years, and from those human survival blueprints the technologies needed for overpopulated earth to ethically utilise the universal holographic environment are becoming obvious. The 20th Century adage that ethics is how one uses science is as barbaric as Plato's Spiritual engineering classified it. Ethical consciousness has quantum biological properties beyond Einstein's world-view as has been proven by medical research conducted under the auspices of the Florentine New Measurement of Humanity Renaissance.

Dr Candace Pert's Molecule of Emotion, discovered in 1972, referred to in the films What the Bleep, do we know? and Down the Rabbit Hole, has been experimentally extended into further realms of holographic life-science reality. Dr Pert's Molecule of Emotion is the same in humans as in a primitive cell, but has evolved by increasing the speed of its molecular movement. Associated with this emotional evolution is the functioning of endocrine fluids necessary to maintain cellular health. The Florentine life-energy research has established that endocrine fluids evolve within the earth's holographic electromagnetic environment, affecting health in a manner beyond the understanding of an unbalanced 20th Century world-view.

On the 24th of September 2010, on behalf of the President of the Italian Republic, Dr. Giovanna Ferri, awarded the "Giorgio Napolitano Medal" to Professor Massimo Pregnolato, who shared it with Prof. Paolo Manzelli for research conducted in Quantumbionet/Egocreanet by their Florentine New `Renaissance Project.

This essay has explained the primary obstacle that has prevented Sir Isaac Newton's 'more profound natural philosophy to balance the mechanical description of the universe' from being brought about. The knowledge of how to correct this situation has become central to the objectives of the Florentine New Measurement of Humanity Renaissance of the 21st Century. This essay is the Birth Registration Certificate of the New Renaissance.

Copyright Robert Pope 2010.

http://www.science-art.com.au
Professor Robert Pope is the Director of the Science-Art Research Centre of Australia, Uki, NSW, Australia. The Center's objective is to initiate a second Renaissance in science and art, so that the current science will be balanced by a more creative and feminine science. More information is available at the Science-Art Centre website: http://www.science-art.com.au/books.html

Professor Robert Pope is a recipient of the 2009 Gold Medal Laureate for Philosophy of Science, Telesio Galilei Academy of Science, London. He is an Ambassador for the Florentine New Measurement of Humanity Project, University of Florence, is listed in Marquis Who's Who of the World as an Artist-philosopher, and has received a Decree of Recognition from the American Council of the United Nations University Millennium Project, Australasian Node.

As a professional artist, he has held numerous university artist-in-residencies, including Adelaide University, University of Sydney, and the Dorothy Knox Fellowship for Distinguished Persons. His artwork has been featured of the front covers of the art encyclopedia, Artists and Galleries of Australia, Scientific Australian and the Australian Foreign Affairs Record. His artwork can be viewed on the Science-Art Centre's website.

Renaissance Science and the Urgent Need to Readdress Social Economics

Final draft for 15

Renaissance science and the urgent need to readdress social economics

During the 1930s The Laurence Professor of Ancient Philosophy at Cambridge University, F M Cornford, the author of Principium Sapientiae: The Origins of Greek Philosophical Thought, was elected a Fellow of the British Academy. His book Before and After Socrates has been continually used to influence academic thinking throughout the entire world for over 80 years. Since 1932 Cambridge University has published 10 editions of this work. Cornford's brilliantly argued scholarly works can be considered to be anchored upon a trite nonsensical religious assumption exposed by Sir Isaac Newton within his unpublished more profound natural philosophy, discovered last century which balanced the mechanical description of the universe.

Tens of millions of pounds were spent by Cambridge University to research the vast new technologies associated with Newton's guidelines, which established a basis for the science of quantum biology. Eminent scientists knew better than to challenge the edict that classified Newton's balanced science as an insane heresy. Nonetheless, that technology is now being researched worldwide and ethical life-science discoveries have been made, making it perfectly obvious that Sir Isaac Newton was not insane when he wrote about his balancing physics principles derived from the Classical Greek life-science. As Sir C P Snow warned the world during his 1959 Rede Lecture at Cambridge University, unless modern science shakes off it present obsession with the totally destructive law that governs it and rebalances itself with with the Classical Greek Humanities, then civilisation will be destroyed.

Francis MacDonald considered that Plato was one of the founding fathers of the Christian Church. This philosophical statement can be considered to be nonsensical, linked to a general British attitude that the Classical Greek life-science, as a pagan phenomenon, did not quite match up to the academic standards of British Christian Academia. Encyclopaedia Britannica advises that in the 5th Century St Augustine was the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament. That accomplishment may be quite correct but, St Augustine's association of female sexuality with the destructive evil of unformed matter within the atom was indeed insane rather than Sir Isaac Newton's contention that religion has corrupted science.

During that time Pope Cyril presided when a Christian mob burnt scrolls belonging to the Great Library of Alexandria and murdered its custodian, the mathematician Hypatia. If the Classical Greek life-science has been corrupted by the Christian religion it can be considered reasonable to investigate the opinion of the great scientist, Sir Isaac Newton who developed a heretical world view based upon the physics principles that once upheld that lost science.

The NASA Astrophysics High Energy Division Library has published that the Classical Greek life-science was based upon the mathematics of fractal logic. Sir Isaac Newton's unpublished heresy papers, discovered during the 20th Century, contained his certain conviction that a more profound natural philosophy existed to balance the mechanical description of the universe. It is common knowledge that Newton, in opposition to the scientific world view of his time, considered that the universe was infinite. The logic to accommodate that concept is the infinite property of fractal logic.

Newton's balancing physics principles were the same ones that upheld the lost Greek fractal logic life-science and he wrote that both ancient science and spiritual knowledge had been corrupted by religion. One of Newton's specific research interests concerned the generation of wealth within the science of economics. An investigation into Plato's concepts of spiritual reality reveal relevant political and economic concepts which might be used in computer science to make economic models to create new futuristic human survival simulations.

Plato's spiritual reality concepts have been brought into a 21st Century life-science focus. Amy Edmonson, Novatis Professor at Harvard University, in her online book entitled The Fuller Explanation, wrote that Buckminster Fuller had used Plato's spiritual engineering principles to develop life-energy physics concepts that completely challenged the present Western culture's world view. The three 1996 Nobel Laureates in Chemistry, using nano-technology, located the fractal logic of Fullerene phenomena functioning within the DNA. They have established a medical fractal life-science institute associated with Plato's spiritual engineering principles.

During the 15th Century, Cosimo Medici re-established the Platonic Academy in Florence, banished in the 6th Century by the Christian Emperor Justinian, because it was considered pagan. Under the directorship of Marsilio Ficino the Classical Greek life science about the functioning of the atoms of the soul was reintroduced into science. The moon's influence on the female fertility cycle was linked to harmonic resonance within the atomic metabolism as a science to explain a mother's love and compassion for children. Epicurus' Science of universal love was later taught by the scientist, Giordano Bruno, at Oxford University. Lured back to Rome, Bruno was imprisoned, tortured and burnt alive in 1600.

We can assume that Sir Isaac Newton was correct in his assumption that the Christian religion has seriously contaminated science. St Thomas Aquinas' religious wisdom, heralded as an important economic revelation, was used by Thomas Malthus to establish economic policies at the East India Company's College. Charles Darwin cited Malthus' Principles of population essay, which had become synonymous with the second law of thermodynamics, as the basis of the life-science that influenced President Woodrow Wilson and his colleague, Alexander Graham Bell, to advocate Darwinian Eugenics in America, from which Adolph Hitler derived his Nazi policies. Blind obedience to the dictates of the Church's understanding of that law threw Sir Isaac Newton's balanced world view into the scientific rubbish bin.

It is not at all unreasonable to write that the Church managed to inspire a fanatical, unbalanced worship of the second law of thermodynamics, which absolutely prohibits the existence of the fractal life-science from being associated with Plato's now validated spiritual engineering principles. Albert Einstein's religious colleague, Sir Arthur Eddington, referred to the second law as The supreme metaphysical law of the entire universe. Other eminent scientists have classified it in terms from being Diabolical to being insane, but the general public has no idea that Western culture is totally governed by its destructive ethos, in the form of an unbalanced global economic rationalism.

When economic law purports to embrace an aspect of life-science in the form of eternal passions as part of the fabric of Western culture, then the logic upholding Western culture can be considered to be incoherent. The Australian Government's Productivity Commission, 2008, Behavioural Economics and Public Policy, Roundtable Proceedings, Productivity Commission, Canberra, contains reference to eternal passions and reasons affecting long term economic policies. The only logic that allows those words to have any reality is fractal logic, which cannot possibly be reasoned about by the Australian Government. However, the Government report does advise that The views expressed in these papers are those of the authors and do not necessarily reflect those of the Productivity Commission. Nonetheless, it is obvious that the idea exists within economic parlance. Adam Smith, the author of The Wealth of Nations, fused the concept of the eternal nature of economic law into a spiritual concept.

Having presented argument that the Church contaminated the structure of Classical Greek life-science and as a result allowed Western culture to be governed by an unbalanced global economic rationalism, it follows that Plato's economic and political concepts might be given a brief examination.

The inspiration for Plato's The Republic was Solon's brief governorship of Athens during the 6th century BCE, during which Solon's economic policies prevented all out rebellion in Athens by re distributing wealth and replacing Draco's cruel punishments, used by the aristocracy to terrorise the populace into submission. When Solon restored Athenian economic power as a cultural beacon to other Greek states, the aristocracy had Solon removed from office to pave the way for Pesistratus to take over in Athens to re-establish tyranny, leading to disastrous military adventures. However, Solon's constitution for the republic was to become the idealised model for later Western democracies.

The Platonic tradition of Greek philosophy was about creating a science from the ancient Egyptian use of fractal geometrical logic to place justice, mercy and compassion into the fabric of political government. This fusing of ethics into the fractal logic Nous of Anaxagoras, a whirling god-like force that acted upon primordial particles to form the worlds and evolve intelligence, was described by Aristotle to be an ethical science to guide ennobling government. The reason that Classical Greek fractal life-science has been corrupted by the Christian Church is because the Nous, as a physics phenomenon, challenged the concept of the Christian God, whose law of total destruction became synonymous with the ancient Greek god, Diabolos.

A reason to examine this issue rather carefully is because the objective of Classical Greek life-science was to ensure that civilisation, by becoming part of the health of the universe, would not become extinct. Plato defined those who did not understand the engineering principles of spiritual reality as barbaric engineers, and he considered them to be continually obsessed with warfare. If that is considered to be an evil obsession, then we need to be aware of Plato's definition of evil as defined in his Timaeus, a destructive property of unformed matter within the atom.

Apart from the Platonic spiritual reality now becoming basic to a new rigorous fractal logic life-science, the fractal life-science methodology needed to generate futuristic human survival simulations is well known, its precursor research mathematics for simple life-forms being reprinted in 1990 by the world's largest technological research institution as one of the important discoveries of the 20th Century.

Copyright Professor Robert Pope.

http://www.science-art.com.au
Professor Robert Pope is the Director of the Science-Art Research Centre of Australia, Uki, NSW, Australia. The Center's objective is to initiate a second Renaissance in science and art, so that the current science will be balanced by a more creative and feminine science. More information is available at the Science-Art Centre website: http://www.science-art.com.au/books.html

Professor Robert Pope is a recipient of the 2009 Gold Medal Laureate for Philosophy of Science, Telesio Galilei Academy of Science, London. He is an Ambassador for the Florentine New Measurement of Humanity Project, University of Florence, is listed in Marquis Who's Who of the World as an Artist-philosopher, and has received a Decree of Recognition from the American Council of the United Nations University Millennium Project, Australasian Node.

As a professional artist, he has held numerous university artist-in-residencies, including Adelaide University, University of Sydney, and the Dorothy Knox Fellowship for Distinguished Persons. His artwork has been featured of the front covers of the art encyclopedia, Artists and Galleries of Australia, Scientific Australian and the Australian Foreign Affairs Record. His artwork can be viewed on the Science-Art Centre's website.

How to Make Science Fun For Children

Often, kids cringe at the mention of science. Their mind conjures up images of a boring book or lecture that they cannot understand. However, children should and can be made to realize that science can be fun! This is imperative if our country, and the world, wants to make leaps and progress in the scientific world of technology and medicine. What then, is the key to making science more appealing for children? We hope you will get some good suggestions here.

How to add fun to science.

Tip 1. You can begin by purchasing a simple science kit or activity. Science kits usually have an educational angle, but they are packaged as enjoyable activities with a fun spin. Make a trip to the store or do a quick search online and you will find that there is a staggering range of science kits on almost any subject in science.

First, consider what aspect of science does catch your childs fancy. If your child likes some drama and action, then a volcano kit would be a perfect introduction to science. A volcano-construction and demonstration kit is not only a great learning tool, but above all, it is incredible fun for a child to see the lava bubbling out.

For the more serious analytical child, chemistry kits are fun. It can be exciting to see how different chemicals react (in a safe environment, of course!) Later, the little chemist can analyze results find patterns and make inferences.

Don't fret if you think your child will be disinclined to try either of these above-mentioned activities. Science covers a breadth of topics from biology, botany, earth sciences, to forensics. The good news is, there is a kit for almost every field you want to explore. The conveniences of science exploration kits are many. The fact that they come with all the things you need for your scientific investigations, means that you don't have to scramble to find the necessary tools. Thus, a science kit is time-saving and often, economical.

Other than the ubiquitous items of stationery that you require for almost any educational activity, science kits come with all the essentials for the activity. The greatest benefit of science kits are that their interesting packaging, tools, and approach, generate a child's interest in science. The results of the experiment or the science activity are immediate and tangible with a science kit. This instant gratification of an experiment encourages further exploration. Thus, it's a great idea to buy a science kit if you are trying to get your child interested in science.

Tip 2. It also helps to have the entire family join in on the science activity. Your science exploration doesn't always have to be indoors. There's plenty to learn from nature. A study of botany (leaves, flowers, plants) could be a simple science activity as you enjoy a hike. Call attention to the variety of fauna you see, and get your child involved in identifying them.

You can study different kinds of rocks together, and maybe, collect a few. With a reference book or the internet as a resource, you can try to identify and label your rock collection. Although the rocks may not consist of spectacular pieces of earth, a rock collection is a great way to study how different rocks are made, and how it affects their properties. Having a rock collection will turn your child into an unwitting geologist.

What we have discussed here are several good suggestions that can help your child see science in an interesting and fun light. Instead of bombarding your child with dull workbooks, introduce small measures of science into daily regular activities. This will enable your child to be an explorer without the conscious stress of "studying" science. Learning will always take place if you keep it fun and engaging.

There's no reason you should be embarrassed about science kits. Click here to get the information you need to get a great kit that will help you and your child learn about nanotechnology. Students will be able to watch their own silica nanospheres drop gently (settle) in beakers that will form into the opal crystals over a period of weeks. Visit our science kits site to learn more. Join the thousands we have already helped by visiting us now.

Writing Science Poetry

Science poetry or scientific poetry is a specialized poetic genre that makes use of science as its subject. Written by scientists and nonscientists, science poets are generally avid readers and appreciators of science and "science matters." Science poetry may be found in anthologies, in collections, in science fiction magazines that sometimes include poetry, in other magazines and journals. Many science fiction magazines, including online magazines, such as Strange Horizons, often publish science fiction poetry, another form of science poetry. Of course science fiction poetry is a somewhat different genre. Online there is the Science Poetry Center for those interested in science poetry, and for those interested in science fiction poetry The Science Fiction Poetry Association. In addition, there's Science Fiction Poetry Handbook and Ultimate Science Fiction Poetry Guide, all found online. Strange Horizons has published the science fiction poetry of Joanne Merriam, Gary Lehmann and Mike Allen.

As for science poetry, science or scientific poets like science fiction poets may also publish collections of poetry in almost any stylistic format. Science or scientific poets, like other poets, must know the "art and craft" of poetry, and science or scientific poetry appears in all the poetic forms: free verse, blank verse, metrical, rhymed, unrhymed, abstract and concrete, ballad, dramatic monologue, narrative, lyrical, etc. All the poetic devices are in use also, from alliteration to apostrophe to pun to irony and understatement, to every poetic diction, figures of speech and rhythm, etc. Even metaphysical scientific poetry is possible. In his anthology, The World Treasury of Physics, Astronomy, and Mathematics, editor Timothy Ferris aptly includes a section entitled "The Poetry of Science." Says Ferris in the introduction to this section, "Science (or the 'natural philosophy' from which science evolved) has long provided poets with raw material, inspiring some to praise scientific ideas and others to react against them."

Such greats as Milton, Blake, Wordsworth, Goethe either praised or "excoriated" science and/or a combination of both. This continued into the twentieth century with such poets as Marianne Moore, T. S. Eliot, Robinson Jeffers, Robert Frost and Robert Hayden (e.g. "Full Moon"--"the brilliant challenger of rocket experts") not to mention many of the lesser known poets, who nevertheless maintain a poetic response to scientific matters. Says Ferris, "This is not to say that scientists should try to emulate poets, or that poets should turn proselytes for science....But they need each other, and the world needs both." Included in his anthology along with the best scientific prose/essays are the poets Walt Whitman ("When I Heard the Learn'd Astronomer"), Gerard Manley Hopkins "("I am Like a Slip of Comet..."), Emily Dickinson ("Arcturus"), Robinson Jeffers ("Star-Swirls"), Richard Ryan ("Galaxy"), James Clerk Maxwell ("Molecular Evolution"), John Updike ("Cosmic Gall"), Diane Ackerman ("Space Shuttle") and others.

Certainly those writing scientific poetry like those writing science fiction need not praise all of science, but science nevertheless the subject matter, and there is often a greater relationship between poetry and science than either poets and/or scientists admit. Creativity and romance can be in both, as can the intellectual and the mathematical. Both can be aesthetic and logical. Or both can be nonaesthetic and nonlogical, depending on the type of science and the type of poetry.

Science poetry takes it subject from scientific measurements to scientific symbols to time & space to biology to chemistry to physics to astronomy to earth science/geology to meteorology to environmental science to computer science to engineering/technical science. It may also take its subject from scientists themselves, from Brahmagypta to Einstein, from Galileo to Annie Cannon. It may speak to specific types of scientists in general as Goethe "True Enough: To the Physicist" in the Ferris anthology. (Subsequent poets mentioned are also from this anthology.)

Science poetry may make use of many forms or any form from lyrical to narrative to sonnet to dramatic monologue to free verse to light verse to haiku to villanelle, from poetry for children or adults or both, for the scientist for the nonscientist or both. John Frederick Nims has written for example, "The Observatory Ode." ("The Universe: We'd like to understand.") There are poems that rhyme, poems that don't rhythme. There's "concrete poetry" such as Annie Dillard's "The Windy Planet" in which the poem in in the shape of a planet, from "pole" to "pole," an inventive poem. "Chaos Theory" even becomes the subject of poetry as in Wallace Stevens' "The Connoisseur of Chaos."

And what of your science and/or scientific poem? Think of all the techniques of poetry and all the techniques of science. What point of view should you use? Third person? First person, a dramatic monologue? Does a star speak? Or the universe itself? Does a sound wave speak? Or a micrometer? Can you personify radio astronomy?

What are the main themes, the rhythms? What figures of speech, metaphors, similes, metaphor, can be derived from science. What is your attitude toward science and these scientific matters?

Read. Revise. Think. Proofread. Revise again. Shall you write of evolution, of the atom, of magnetism? Of quanta, of the galaxies, of the speed of sound, of the speed of light? Of Kepler's laws? Shall you write of the history of science? Of scientific news?

Read all the science you can.

Read all the poetry you can.

You are a poet.

You are a scientist.

What have you to say of the astronomer, the comet, of arcturus, of star-sirls, of galaxies, of molecular evolution, of atomic architecture, of "planck time" to allude to other poetic titles.

What does poetry say to science?

What does science say to poetry?

Susan Shaw is a freelance writer and web content writer. Her articles and web content appear online. Susan Shaw is an affiliate of The Book Store/The Science Library, [http://thebookstore.vstoremarket.com/index.htm] (For The Science Library, put "Science" in their search engine.)

Why Science Is So Fun For Kids

Science is a fun and interesting subject for kids because it is all around us. Some people do not realize that science is involved when in almost everything you do such as cooking, cleaning, and playing. When these people think of science they probably remember the classroom and the teachers boring lectures, but the good news is that method is becoming a thing of the past. Science is being brought onto television with police dramas such as CSI.

Most children at an elementary school age want to grow up and be a policeman because policeman help people and they always catch the bad guy. To kids this is the best thing in the world, and for us as parents we can not think of a better role model for our children than a police officer. CSI shows kids how science is used to solve crimes and catch the bad guys. While kids might not understand the exact techniques involved with DNA and others, every kid knows about fingerprints. Teachers can set up a mock crime scene and let children lift fingerprints and other crime lab techniques. At the end the children can solve the crime and write a report on who they think did it, how they figured out who did it, etc. This is a fun exercise for children to do and it is all hands on.

Another reason why kids love science is because what other subject do you get to learn about outer space. Children of all ages are fascinated with the idea about outer space and aliens. Outer space is also interesting because it involves flying in rockets and going places that nobody has gone before. The whole idea about what if lets children use their imagination and learn at the same time.

Science is also fun because you can mix stuff together and make new things. Children from a young age learn that if you take dirt and mix water to it you get mud. And the learning does not stop there, as they get older the learn more about combining ingredients to make new things. Science allows children to make play dough, cookies, slime and all sorts of other gross and fun things. Besides the fact kids can just experiment on their own to see what they can come up with.

Another part of science is animals. Almost all kids love to learn about animals. Basic science about animals involves ant farms, which kids can build themselves with a jar, some dirt and ants. The best part about ant farms is digging in the dirt and trying to find the ants. But as kids get older they can take this type of science to another level, which can include biology and anatomy.

For kids science is fun because what other subject do you get to have all of your questions answered and use your imagination to create things. Science is also filled with wonders about other worlds, such as dinosaurs and why they became extinct, outer space and walking on the moon, and solving crimes. Science involves experimenting and most kids love to try things to see if they work. For example physical science can involve dropping an egg from a roof top to see if it will break, or what will drop faster a pound of feathers or a pound of bricks. By getting hands-on kids can figure out these answers and numerous other answers, the hands-on experiments make science even more fun and exciting.

Just Science Projects is one of the most popular science project websites for kids of elementary and middle school ages. Just Science Projects features dozens of highly interactive, fun science projects and science experiments for kids. Visit JustScienceProjects.com or call 206-498-6502 for more information on how Just Science Projects can help you teach science to your kids.

Science Fiction DVD

The world of Science fiction is a vast one. Millions of fans enjoy their science fiction collection for many different reasons. For example, a science fiction DVD may have tremendous monetary value, sentimental value, or just the value of enjoyment. Whatever the reasons science fiction fans have raised the popularity of owning their own science fiction DVD.

One extremely popular reason of watching science fiction DVD's is that they can be watched over and over again. Some of your favorite television show episodes have now arrived on DVD, which means you can watch your favorite show as many times as you want to, commercial free. Furthermore, fans of science fiction take great pride in owning every science fiction DVD available in a certain category, movie, of a specific actor, or of a television series. They make for great bragging rights when you attend your next sci-fi convention.

What is great about a science fiction collection is that it can be steadily built, with very little monetary investment for the most part. Now do not get me wrong, some specific science fiction DVD may cost you quite a bit of cash. However, for the most part, you can build an extremely vast collection without much of a dent in your wallet. For example, if you are looking to build your science fiction collection or start one for the first time, you could consider looking online to find a cheap science fiction DVD.

There are many places you can look, for example, there are complete websites available to you on the internet that caters only to science fiction fans and movies. Furthermore, you can save even more money by visiting auction sites such as eBay or find a wholesale distributor to save money on a science fiction DVD. Some other places you may be able to save big money on your science fiction collection is in general merchandise stores such as Wal-Mart or K-Mart.

You do have the option of shopping at specialize movie stores; however, you should expect to pay a little more money at these places. You could also find a cheap science fiction DVD in a video rental store. It may be a previously viewed movie, but it will still be cheaper than buying elsewhere.

Many fans looking to buy a science fiction DVD, may not even watch the DVD at all. It may be a special part of their collection. After all, many things are worth more when still in the original packaging, in mint condition, and has never been opened or used. This gives the science fiction more trading and selling power. Trading a science fiction DVD is a popular activity in the collecting world. Perhaps one person has a real desire to have a DVD that is in your science fiction collection, while they may have something of equal value that you have been looking so hard for. This again, gives you trading power, especially if the science fiction DVD is in good to mint condition.

David Evermon has been involved in many environment related projects, writing on many subjects including his science fiction hobby, David writes articles about Science Fiction DVD

Science Education - Making Science Fun

Every school in America is required to teach science. This is because science and scientific learning is a fundamental part of our existence. Most everything that we encounter on a day-to-day basis is, in some way, related to science. Even when we are sleeping, science is there to explain why we need to sleep and what takes place while we are sleeping. Because of this, science education is essential to life as we know it. Of course there will be many people who are happy to go through life without knowing how a bird can fly. Even given this fact, there will always be something that they will need to know and understand that is grounded in science. Even if it is something as simple as 'fire is hot' or 'getting punched hurts. Science is there to explain these simple things too.

A good foundation in science through science education is required for all children, but the way that this education takes place is not strictly defined. With that said, many schools will take to science experiments using hands-on science products and supplies. This is an excellent way for students to 'see' the science around them. Often times learning from a book can be tedious and will cause students to become uninterested in the subject matter. A science experiment, however, is interactive and forces the students to take part in science learning. These projects don't have to be complicated and will usually result in a much higher level of learning retention.

There are a few reasons why children better retain knowledge gained through scientific experimentation. One is it allows you to appeal to those children who are visual learners. These students are the ones who need pictures or demonstrations to remember things. Words just don't stick in their minds as well, but when they can see a science demonstration or visualize an experiment, they can comprehend and retain the subject matter with much better success. Many students tend to thrive in science because it offers the visual aspect that many other subject matters do not.

Another reason that knowledge gained through science experimentation is retained longer by students is because they are actively engaged. They can't simply skim through the experiment, they have to make sure that they are doing things correctly, and the only way to ensure that is by understanding what is going on. It forces students to understand the science behind what they are doing, and if they don't, often times the experiment won't turn out right.

Finally, hands-on science experimentation gives the student a sense of accomplishment. It is a reward of sorts, to have the experiment turn out correctly. That reassurance and sense of achievement at the end of each experiment will cause them to want to do more. It will also give them more confidence in what they are doing and possibly cause them to take up more science projects on their own. They will already be comfortable with the process they need to follow and will merely need their own ideas and theories to start their own projects. Even their own small science projects will increase their knowledge of how the world around them works and functions.

Find unique and innovative Science toys and Science Supplies for Physics and Physical Science. A wonderful resource for science teachers for teaching electrostatics, magnetism, electricity, force, motion, sound, light, color, waves, gas laws, alternative energy, pressure, fluid dynamics and elementary science. For details visit http://www.sci-supply.com

From God to Newton and The Reconcilation of Science and Theology

It is common sense that in the so-called “Dark Ages” of the medieval Europe, theology predominated in all the area from theocracy to regalia and became the absolute authority in the spiritual world of European. Science was left no space in the magnificent palace ruled by theology and was seen as heterodoxy. At that time, the conflict in relations between science and theology was serious, or more exactly, the oppression theology put on science was cruel. For instance, Italian philosopher and scientist Bruno because of his insistence on scientific truth was burned at the stake by the Inquisition in Rome in 1600. Great physicist Galileo, for believing in and publicizing Copernicus’ heliocentricism, was put into prison for life.1 Under the great pressure and in the context of Western European fanaticism, there was hardly possibility and space for science to emerge. Up to 17th and 18th centuries, science began to advance rapidly and defeat theology eventually. God became “master not at home” and Newton became “chamberlaine in the world”. Why did it happen in Europe? The key is to find out the origins for the rise of modern science. To see it, we first look into Western traditional weltanschauung.

Western traditional weltanschauung is a kind of dualism. Toward no matter what in nature, morality or religion, Western people often has a dualistic attitude. For example, the classical two-valued logic based on true or false duality founded by Aristotle continued to use today. Moreover, the dualism of mind and body, subject and object, noumenon and phenomenon, ideal and reality, collective and individual and so on, could easily be found here and there in Western history and culture. Especially in religious beliefs and metaphysics, Western people adhered to a dualistic position so obstinately that the transcendent world and the real world were departed completely and heaven and earth were separated absolutely.2 No matter in significance or value, the former is always higher than the latter. Probing into the origins of the dualistic worldview, we could retrospect to ancient Greek philosophy (especially metaphysics) and Christian theology.

Plato’s theory of Forms asserted that the realm of Forms and the realm of things are opposed.3 “The Forms are those changeless, eternal, and nonmaterial essences or patterns of which the actual visible objects we see are only poor copies.”4 Although Aristotle tried to overcome Plato’s system of the dualism of Forms and actual things, he didn’t give up the dualistic idea of reality and phenomenon5, e.g. the distinction between matter and form.

Another element of Western traditional dualistic worldview is Christian theology. It is obvious that the city of God and the city of the world as well as faith and reason are resolvedly distinct in the Bible. Christian theology assured that any values and ideals that could not be fulfilled in the world could be achieved in paradise only if you affirm the existence of God and believe in God piously. If compared to the absolute Christian beliefs, any ethical or moral value or temporal ideal shows immediately insignificance in itself. For instance, Jesus’ response to the questions about paying tax - “Give therefore to the emperor the things that are the emperor’s, and to God the things that are God’s.”(Matthew 22: 22) typically represented the dualism of Christian theology.

The Christian theological thought above mixed with Plato’s theory of Forms and Aristotle’s metaphysics latter constructed the voluminous system of scholasticism. In more than a thousand year of the medieval ecclesiastic system, the Christian theology was the dominant ideology of Western European.

In this context, although the scientific researches were never stopping completely, the scientific seeking and the exploring of nature and even all the secular concerns confronted with such a perfect, pure and transcendental realm constructed by Christian theology were suffering despisal, neglect and oppression. Christian theology became the unique absolute standard of Western people and persecuted those disobedient. Despite that theology nearly held all the power over all the secular and holy affairs and science seldom had space to develop, the theological worldview could not be necessarily ever-victorious and ever-valid. Once coming across holistic changes or encountering the assault of heterodox thought, the faiths of Western people would be lax, which would shake and even destroy the whole Christian theological worldview.

Renaissance in the 15th and 16th century first revolted. The sense of self-awakening catalyzed by humanism and the revival of ancient Greek and Roman cultures broke down the unified complexion under the reign of theology. Man as a scientific master instead of God in the theological world became the center of social life and academic researches so that science gained a valuable chance to grow.6 Then Reformation, against the moral corruption of the Catholic Church and the sham of the dualistic opposite of soul and body, advocated “justification by faith” and religious tolerance and rejected the absolute authority of and the spiritual control by the Church.7 Therefore, science got rid of the spiritual restriction of theology. Enlightenment in the 17th and 18th century in Europe further fulfilled the ideological liberation of Western European.8 Reason replaced faith and theology receded into the background. Modern science emerged as the times require.

The intellectual revolutions above are the main causes for the rise of modern science, but in the final analysis, the origins are from the collapse of Christian theological worldview and the rise of the scientific worldview. It is obvious that the collapse of Christian theological worldview was going with a series of the intellectual revolutions-Renaissance, Reformation and Enlightenment. But generally speaking, it could be explained in terms of the inherent problems of Christian theological worldview within and the assault of “heterodox” thoughts from outside.

First, the system of medieval scholasticism that wholly made a stand for Christian theology, although it tried to shorten the huge gap between reason and faith, yet because of its insistence on “faith superior to reason”, finally could not keep the balance and harmony between faith and reason. On the one hand, J. D. Scotus’ theory of “double truth” accelerated the departure of faith and reason.9 On the other hand, mysticism contended a direct encounter and mystical union with God, such as J. Eckhart said “God and soul were neither unaquainted nor far away, so soul was not only consistent with God, but identical with God.”10 Mysticism distained all secular affairs, consequently, theological dualistic worldview was transformed into a transcendental monistic worldview which refused any intervention of human reason. W. Ockham’s nominalism argued against the doctrines made up by scholasticism and the arguments of God’s existence. His principle of simplicity known as “Ockham’s razor” contended that “what can be explained on fewer principles is explained needlessly by more”11, which became a “prodder putting medieval theological system into disintegration.”12 Consequently, Western European in the late Middle Ages lost their confidence in Christian theological worldview and began to resort to reason.

Secondly, Copernicus’ heliocentricism affected the worldview of the current scientists and philosophers in Renaissance and geocentricism of the theological worldview was seriously challenged. Human lost the superiority constructed by Christian theology in the cosmos and the dualistic relation between heaven and the world was loose. Scientists at that time e.g. Galileo only regarded God as prime efficient cause of the physical world and deprived God of the title of final cause. Therefore, the power and the omnipotence of God were questioned. Other scientists such as Bruno because of the influence of scientific explore, mostly adopted a pantheistic position as a substitute of the theological dualistic worldview. Meanwhile, a tendency in modern philosophy gradually emerged to cooperate with science to rationalize the world. For example, Descartes “first made use of God’s existence for the objectivity and actuality of the physical world and then locked God into coffer and explained the structure of the world in a scientific view.”13 As for the problem of the transcendental world in theology was “hanged” and became a “pseudo-problem”. The pantheistic metaphysics of Spinoza excluded the existence of the transcendental world, which also gave a deathblow to the dualistic theological worldview. On the other hand, the empiricism initiated by Locke developed to Hume became a radical positivism of skepticism, which ultimately denied spiritual substance and the existence of causal necessity and denied all the attempts of the arguments of God’s existence through human reason and empirical facts, which greatly fluctuated the basis of theology. Kant’s theory of the antinomies and critical rational theology contended that the transcendental world or noumenal world, the existence of God and the immortality of soul could not be proved, consequently, theology was excluded from human knowledge. Hegel’s rationalistic dialectic metaphysics regarded the variational process of the real world as the self-unfolding of absolute spirit and transformed the dualistic worldview into absolute idealism. The dualistic worldview was eventually discarded and Christian theological beliefs were evanesced in Hegel’s system. Thus, reason won the advantage over faith and the scientistic worldview instead of the theological dualistic worldview became the dominant ideology of Western European.

The rise of modern science could not begin until the traditional dualistic worldview was transformed, because weltanschauung is the ultimate understanding of the world or human life of people, which is able to potentially predominate the ultimate attitude toward and activities in life of thinkers, social workers and even the masses in a region. That is, only if the traditional theological worldview was replaced by a new reason-based worldview viz. the scientistic worldview, the rise of modern science could have ultimate assurance. In a word, the origins for the rise of modern science were the collapse of the theological dualistic worldview and the predominance of the scientific worldview.

The conversion from theology to science has both positive and negative impacts on Western history. After walking up on the fast lane of scientific development, the realistic life of Western European was greatly improved, the material civilization was rapidly progressed, the explore of nature and geography was continuously advanced and technology was dramatically reformed. Thence, Western countries made a continuous progress whereas Eastern countries fell far behind. The influence of the conversion from theology to science is unmeasurable, just as historian H. Butterfield pointed out on this problem: “The impact on the world culture of the rise of modern science in the 17th century could only be mentioned in the same breath with the rise of Christianity in the first century.”14 However, it does not mean that this conversion doesn’t have any negative impact on Western European. “Weltanschauung can be thought as a sort of comprehensive experience that most potentially affects the cultural atmosphere e.g. academic ideas, life styles, living attitudes and so on of any country and sociaty.”15 Accordingly, when the weltanschauung of the people in a region undergoes a right-about or fundamental conversion, the academic culture and life attitudes and behaviors will have holistic changes.

Because the traditional dualistic worldview was the dominant ideology from the Aristotle to the late Middle Ages, in which Western European soaked themselves and took it for granted all the time, the spiritual crisis of Western European was coming on the just day the theological worldview collapsed. In the context that the theological worldview nodded to its fall and nihilism was widespread around, Kierkegaard, Dostoevsky and Nietzsche etc. in 19th century inaugurated the philosophical ideas of existentialism in coincidence to save the spiritual crisis and get back the lost psychic home of Western European.

Danish philosopher Kierkegaard’s existentialistic thought was a critical reaction to Hegel’s rationalism, which rejected Hegel’s neglect of theology and the problem of faith and contended that theological knowledge and Christian beliefs are subjective truth that can not be evanesced in universal objective knowledge. He thought that rationalist Hegel and the like holded the position of the supremacy of reason and reduced the transcendental world into abstract idea, which obliterated the paradoxicality (truth as subjectivity) of theology and the non-rationality (not congruent with reason but with feelings and faith) of the dualistic worldview. Russian novelist Dostoevsky discovered the problem of fate of existence after the collapse of the theological worldview. In his novels from Crime and Punishment to The Brothers Karamazov, he discussed how to seek the spiritual way out after the comedown of faith in God. He implied that except Christian theology and beliefs, Western people could not find a savior for their spiritual crisis. Another initiator of existentialism and also a representative figure of philosophy of Will Nietzsche, though likewise criticizing rationalism, pushed the theological dualistic worldview into collapse at the same time. From the assumption of “God is dead” (Nietzsche really believed that Western European had lost the theological worldview.), he claimed that all traditional morality, philosophies and theologies must be revalued with the collapse of the dualistic worldview. New values and ideals should be established by the Superperson who can harmonize the animal nature with the intellect and keep a balance between Dionysian and Apollonian elements. His theory of the Will to Power is the foundation of his philosophy of the Superperson.16

From the argument above, it is obvious that the conversion from theology to science, though brought high material civilization to the Western world, yet also produced deep spiritual crisis for Western people. The scientistic worldview in the extreme would regard reason as the unique standard to evaluate all values and exclude any other “unscientistic” worldviews, which would further reject the value and meaning of faith and affection and completely alienate people from the consciousness of existence. Furthermore, the development of scientific theories would have stimulated the improvement of productive technologies, which would increasingly enhance the danger of the scientific technicalization. And the maximum danger of the scientific technicalization is to eliminate reason of value by value of instrument and let people to forget the problem of existence of themselves and become the average “massman” or the “common herd” degenerated from the true and individual existence in the mathematically mechanical process. In the context of religious externalization and secularization, the true Christian beliefs disappeared while the theological dualistic worldview lost its original meaning.

It is undoubted that there exist some incompatibilities between theology and science. Science (in narrow sense natural science) is the knowledge of the physical world, which mainly explains phenomena and laws of things; while theology is the knowledge of the immaterial world, which chiefly resolves the problem of faith and the transcendental world (God and heaven). Since the late Middle Ages especially modern times, “the contradiction and conflicts in relations between science and theology have been so serious that people always oppose them with each other that apparently cannot coexist.”17 We do not deny the cruel oppression on science exerted by theology in the Middle Ages and the tremendous impact on theology made by science in modern times, however, science and theology are not always “oil and vinegar” and not capable of being conciliated. In fact, a number of eminent scientists- Isaac Newton, M. Faraday, C. Maxwell, Albert Einstein and many academicians of the Royal Society etc. all have deep faith in Christian belief or interest in theology. Some scientists even consider that science and theology are coherent and they fulfill the same mission through distinct approaches.18 In recent years, the dialogue between science and theology have been paid increasing attention to both by scientists and theologians or philosophers of religion and various theories of the relations between science and theology or religion have been presented successively. Wang Pisheng of Hong Kong Baptist University claims that the dialogue between science and theology in recent years is not a new and rare phenomenon but a long and continuous tradition.19 He also indicated that many top scientists today are aware of the importance to learn from philosophy and theology, not only to have a deeper insight into the significance of the scientific work, but also to seek a breakthrough in their scientific research. Therefore, it is reasonable to believe that science and theology have a basis of coexistence and harmonization. If the two both understand their limits and the conjunct significance to human existence, a phase of science and theology in harmony is hopefully to come.

After experiencing the tragedies of the two World Wars and the spread of nihilism and hedonism after the Wars, people in the New Century can still not enjoy the peaceful life from the flying development of science. The threats of the weapons of massive destruction and nuclear warfare and the crime of terrorists who killed the innocent through modern scientific technology, all of these have strengthened the uneasiness, insecurity and anxiety of people directly or indirectly. And that the tsunami aroused by the earthquake on the Indian Ocean devitalized thousands of lives at the end of last year and a trail of disasters-Pakistani earthquake, hurricanes in North America, hog cholera and birds’ flu and so on latter, have made it clear that science is not omnipotent confronted with those fearful disasters; while the global humanitarian succors unprecedented since the beginning of this year have just indicated that faith and affection are the spiritual springs of human peace and solidarity. It gives us a profound revelation: the tensions and conflicts between science and theology are not beneficial to human peace and development while the mutual-complement and reconciliation between them are probably the best salvation to help people above water. Just as Paul Tillich says in his Culture of Theology, “They should not be separated from each other; they should be aware that their isolated existence is dangerous.”20

A. N. Whitehead thinks that religious symbols endow human with the meaning of life; scientific modes endue people with the capability to reform nature. The influences of religion and science are so tremendous that the orientation of human history in the future is decided by how modern people look on the relations between science and religion. It shows clearly that theology and science are both the spiritual pillars indispensable of human development. We need ‘God’, as well as ‘Newton’. Both of them are rooted in the basis of human inner world and point to the ultimate concern for human beings. Been aware of this, conflicts between science and theology would be overcome and science and theology both would rediscover their true existence in the mental life of human and endow man with ultimate meaning, creative wisdom and courage to love.

Note:

1 F. Engels in Dialectic of Nature(zi ran bian zheng fa): “Natural science sent its martyrs to the stake and the prison of Inquisition.” Exactly speaking, it is Christian church that sent scientific martyrs to the stake and jail.

2 Fu Weixun, From Western Philosophy to Zen Buddhism, 1989, p158.

3 As Bertrand Russell says in A History of Western Philosophy: “Plato’s philosophy is based on the distinction between reality and phenomenon.”

4 Sammuel Enoch Stumpf & James Fieser, Socrates to Sartre and Beyond A History of Philosophy, Seventh Edition, 2003, p55.

5 Aristotle believed that God as pure idea, happiness and complete self-actualization is eternal and doesn’t have any purpose that is not fulfilled; contrarily, the sensible world is unperfect, has life and desire, and belongs to the impure idea. The idea as well represents his dualistic outlook.

6 It is asserted in A History of Europe written by 11 European historians that God and heaven were seen as the center of thought in the Middle Ages, but Renaissance drew the attention of people to man and the real world. This conversion had an impact on science. Since then, theology lost its superiority and the interest in human and nature prevailed.

7 Luther says: “Each Christian can interpret the Bible in his own way”, which is against ecclesiastical authority, because only the Church has the power to interpret the Bible and its interpretation is the unique right one.

8 It is claimed in A History of Europe that nature according to its own law of development will result in a perfect world, so the religious and political interventions of human should be minimum…reason requests man to develop in nature, which shows the importance of reason in the research of nature.

9 Wollf comments on Scotus’ theory of “double truth” that it undoubtedly promoted the worldly research enterprise.

10 Paul Tillich, Theology of Culture, 1988.

11 Samuel Enoch Stumpf & James Fieser, Socrates to Sartre and Beyond A History of Philosophy, 7th Edit., 1966, 2003, p. 185.

12 Fu Weixun, From Western Philsophy to Zen Buddhism, 1989, p.161.

13 idem, p. 162.

14 Wang Pisheng, “Science seeks God: the new phenomena of the dialogue between science and theology”, Report of the Research Center of Chinese Christian Religions, Second Issue, 2002.

15 Said by Fu Weixun.

16 Nietzsche writes, “I regard Christianity as the most fatal and seductive lie that has ever yet existed – as the greatest and most impious lie”, which is a fatal blame on the slavish morality of Christianity.

17 Dong Xiaochuan, “Science and theology: the two pillars of Modern American Civilization”, [http://xueshu.newyouth.beida-online.com/data/data.ph3]

18 idem.

19 Wang Pisheng, “Science seeks God: the new phenomena of the dialogue between science and theology”.

20 Paul Tillich, Theology of Culture.

Alex Mingchuan Tu, Postgraduate of Research Institute of Chinese Intellectual and Cultual History, Wuhan, China P.R. 430062

4 Reasons Your Child Should Do Science Projects All Year, Not Just For

There are many things out there that your children can be doing like watching T.V. or listening to music. But these things do not enhance your child's thinking. You want to challenge your child's mind, help them build thinking skills that they will need for there lives. Here are 4 reasons your child should do science projects all year, not just for the science fair.

The 1st reason your child should do science projects all year, not just for the science fair is because it gets your child off the couch and using their mind. Make sure to help your child find things to do that they are interested in. Make sure to act interested in science yourself. If you do not act interested there is a big chance your child won't be interested. So find activities that you and your child can do together.

Then 2nd reason your child should do science projects all year, not just for the science fairs is because it helps your child with their problem solving skills. Problem solving skills are very important to have in their lives. Your child will learn problem solving skills through science projects because they will have to find solutions to different problems. For instance they might be curious how a current charge is made. You can help them research out what makes current charge and then using problem solving find an experiment where you can test out the theory. Problem solving can help your children in future jobs and relationships between other people. When you do science projects all year and not just for the science fair it will help increase the times your child is learning how to problem solve.

The 3rd reason your child should do science projects all year, not just for the science fair is because it will help your child to be more interested in science as a whole. Your child might just try to get through science right now by doing the bare minimum, But with your help you can do science projects all year long and get them to have a bigger interested in science. So not only does it help them to achieve more in there science class it also increases your child's love for science.

The 4th reason your child should do science projects all year, not just for the science fair is because it will make your child more knowledgeable. You child will start to learn things from science that they did not know before. This will help them to be more interested in there surroundings. It will also help them to pay attention to things around them. For instance it might make your child more out to think on a higher level about how things work. And if they can't figure out how they work they will be excited to go find out because they know that you will help them do a science project on the things that they are having trouble understanding.

These are all reasons to do science projects all year, not just for the science fair. Doing science projects with your child will help you to find a bond that will help your child in their future. Encourage your child to find solutions and different ways to get things to work. By doing this you are helping your child to learn and grow while having fun. So make sure to do science projects all year.

Just Science Projects is a well-known source for science projects and science experiments for kids. Just Science Projects features dozens of fun experiments and projects that teach science principles while showing them that science is fun! To get science projects and science fair ideas for your kids, visit us or call us at 206-498-6502.

Hands on Science for Kids-Learn by Doing

You're eating dinner and your child excitedly describes how his teacher took a bucket of water and swung it around without spilling a drop. Your child is talking about centrifugal force! Your child is talking to you! Your child is amazed about this great experience he had! Good lessons provide good opportunities for children to talk! Children who can express themselves verbally to reinforce what they are learning can increase their understanding and memory. Current research indicates that providing children with exciting experiences apart from the traditional "lecture and listen" method can electrify their imagination, providing memorable experiences and opportunities to discuss! As parents, we already understand the importance of "learning by doing," having provided our children with hands on experiences preparing them to walk and talk, playing a game or learning how to behave.

Making careful decisions about what we teach our children has benefits well past childhood. Parents want what is best for their kids and with the increase in technology based industries today our children's understanding and expertise must also evolve. Fostering and supporting our children's interest in the field of science can help to balance their learning and curiosity. Activities that can provide a foundation, further enhance what children are learning day to day and strengthen their confidence.

In grades 2, 3 and 4 children are expected to demonstrate an understanding of magnetism, gravity and light. Using one of several science kits avaiaklable, like ScienceWiz's ElectroWiz Magnetism, Newton's Wizard and WaveWiz Light provides a great opportunity for parents to enhance their kid's comprehension of basic scientific principles.

What is in your child's future? Perhaps he will participate in discovering or perfecting a cleaner fuel source that will propel us into a more sustainable future! Thames & Kosmos Fuel Cell Car Science Experiment Kit is a unique science toy. Your child will learn how to build an environmentally friendly car and learn how it uses the power of water to propel itself across the floor! Children can read and participate in activities included in the Energy Wiz science kit by ScienceWiz. This kit teaches children about potential energy (energy that is stored waiting to be used) and kinetic energy (energy used while an object is in motion). Explore these concepts by building a solar racer to test the differences between potential and kinetic energy. Elenco's Solar Deluxe Educational Kit provides hands on science instruction helping children learn how to build solar models and generate clean energy to power a radio or a calculator.

Encouraging children to investigate and challenge themselves is always a difficult task. Entice your child with a top secret investigation. The Mystery Detective Forensic Science Kit is a sure way to make this a fun and exciting way to think outside of the box. Children can solve several mysteries by examining DNA prints, analyzing motives as well as other clues in order to narrow down suspects and solve a mystery. Children who might also enjoy the mechanics of developing the technology to investigate and solve crimes would benefit from the Go Detective Science Kit. Among 65 activities, kids can make ink, learn Morse code and analyze evidence using a microscope. Detecting tiny clues is made easier with one of several choices of magnifying glasses and binoculars - a great way to top off one of these unique science kits!

Electronics is a subject that permeates every area of our lives. Elenco's series of Snap circuits starts with 100 building circuits (Junior) to Snap Circuits 300 and Snap Circuits 500 Pro. These unique science toys are great tools that can help both children and adults decipher the world of electronics by introducing some basic knowledge. Modules containing resistors, capacitors and transistors help to simplify the connections to integrate circuits and produce different effects. However, if your child is ready for a more tangible electronic experience try Elenco's Build Your Own Telephone or Talking Clock Building Kit, both great ideas to integrate kids further into science.

Try a unique science toy that can help launch any aspiring astronaut or astronomer. Illuminate your child's imagination with a Motorized Solar System. This dynamic science toy lights up and moves to demonstrate the workings of the solar system. Great for the classroom, teachers can create their own planetarium. Another cool science kit is the Solar System 3D Mobile Making Kit. Assemble the plastic planets, use the paint included to color your system and attach to the mobile - a great activity for the home or the classroom. All these science kits include instructions and facts about our solar system.

For more in depth knowledge of the universe, try the Usborne Book of Astronomy & Space, a great introduction to the wonders of space. Exploring the Night Sky by Terence Dickinson is a great book to help your kids learn about the universe and also includes an introduction into star gazing. To encourage the star gazer in your family, Mastermind also offers several durable telescopes with which to view the night sky!

If your child is curious and enthusiastic but is not inspired by science, perhaps you can persuade them with some unusual science kits and toys! Consider Oobleck Gooey Chemistry. Already used as a teaching resource around the world, your child can conduct slimy experiments and start a slime ooze contest. Does your child's interest in animals command their full attention? The Fun With Your Dog Science Kit might tempt their curiosity by testing a dog's hearing, determining a dog's personality or creating dog bone cookies. Take fun science into the bathroom with Scientific Explorer's Spa Science Kit! Kids can mix fragrances, make foaming baths and create smelling potions. Determine how smells affect family members and friends differently - the ultimate test of the senses!

Science is a subject that permeates every area of our lives and making it fun and interesting is what it takes to promote excitement- and learning!

Lisa Bronart is feelamce writer and writes for mastermindtoys.com. For more suggestions for science kits and science toys please visit mastermindtoys.com. Science is essential for kids and Mastermindtoys.com makes it easy to follow the "learn by doing" concept, the natural way in which we all learned. Get in touch with one of the great kid?s science kits and toys available on line at mastermindtoys.com.