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