He knows that I'm not a believer but I guess he figures that dumb emails like this make some sort of "ah ha!" point to me or something.

>>> A science professor begins his schoolyear with a lecture to the 
>>> students, "Let me explain the problem science has with religion."The 
>>> atheist professor of philosophy pauses before his class and then >>> asks  
>>> one of his new students to stand. 
>>> 
>>> "You're a Christian, aren't you, son?" 
>>>   
>>> "Yes sir," the student says. 
>>>   
>>> "So you believe in God?"  
>>> 
>>> "Absolutely." 
>>> 
>>> "Is God good?" 
>>> 
>>> "Sure! God's good."  
>>>   
>>> "Is God all-powerful? Can God do anything?" 
>>>   
>>> "Yes." 
>>>   
>>> "Are you good or evil?" 
>>>   
>>> "The Bible says I'm evil."  
>>>   
>>> The professor grins knowingly. "Aha! The Bible!" He considers for a  
>>> moment. "Here's one for you. Let's say there's a sick person >>> overhere  
>>> and you can cure him. You can do it. Would you help him? Would >>> youtry?"  
>>> 
>>> "Yes sir, I would."  
>>>   
>>> "So you're good...!"  
>>>   
>>> "I wouldn't say that."  
>>>   
>>> "But why not say that? You'd help a sick and maimed person if >>> youcould.  
>>> Most of us would if we could. But God doesn't."  
>>> 
>>> The student does not answer, so the professor continues. "He >>> doesn't,  
>>> does he? My brother was a Christian who died of cancer, even though >>> he  
>>> prayed to Jesus to heal him. How is this Jesus good? Hmmm? Can you 
>>> answer that one?" 
>>> 
>>> The student remains silent.  
>>> 
>>> "No, you can't, can you?" the professor says. He takes a sip ofwater  
>>> from a glass on his desk to give the student time to relax. 
>>> 
>>> "Let's start again, young fella. Is God good?"  
>>> 
>>> "Er...yes," the student says.  
>>> 
>>> "Is Satan good?"  
>>> 
>>> The student doesn't hesitate on this one. "No."  
>>> 
>>> "Then where does Satan come from?" 
>>> 
>>> The student falters. "From God"  
>>> 
>>> "That's right. God made Satan, didn't he? Tell me, son. Is there >>> evil in  
>>> this world?" 
>>> 
>>> "Yes, sir." 
>>> 
>>> "Evil's everywhere, isn't it? And God did make everything,correct?"  
>>> 
>>> "Yes."  
>>> 
>>> "So who created evil?" The professor continued, "If Godcreated  
>>> everything, then God created evil, since evil exists, and according >>> to 
>>> the principle that our works define who we are, then God is evil." 
>>> 
>>> Again, the student has no answer. "Is there sickness? Immorality?  
>>> Hatred? Ugliness? All these terrible things, do they exist in this 
>>> world?" 
>>> 
>>> The student squirms on his feet. "Yes."  
>>> 
>>> "So who created them?"  
>>> 
>>> The student does not answer again, so the professor repeats his  
>>> question. "Who created them?" There is still no answer. Suddenly the  
>>> lecturer breaks away to face in front of the classroom. The class is 
>>> mesmerized. "Tell me," he continues onto another student. "Do you  
>>> believe in Jesus Christ, son?" 
>>> 
>>> The student's voice betrays him and cracks. "Yes, professor, Ido."  
>>> 
>>> The old man stops pacing. "Science says you have five senses you use >>> to 
>>> identify and observe the world around you. Have you ever seenJesus?" 
>>> 
>>> "No sir. I've never seen Him."  
>>> 
>>> "Then tell us if you've ever heard your Jesus?"  
>>> 
>>> "No, sir, I have not." 
>>> 
>>> "Have you ever felt your Jesus, tasted your Jesus or smelled >>> yourJesus?  
>>> Have you ever had any sensory perception of Jesus Christ, or Go d for 
>>> that matter?" 
>>> 
>>> "No, sir, I'm afraid I haven't. 
>>> 
>>> "Yet you still believe in him?" 
>>> 
>>> "Yes."  
>>> 
>>> "According to the rules of empirical, testable, demonstrable >>> protocol,  
>>> science says your God doesn't exist. What do you say to that, son?"  
>>> 
>>> "Nothing," the student replies. "I only have myfaith."  
>>> 
>>> "Yes, faith," the professor repeats. "And that is the problem >>> science  
>>> has with God. There is no evidence, only faith." 
>>>   
>>> The student stands quietly for a moment, before asking a question of >>> his  
>>> own. "Professor, is there such a thing as heat?" 
>>> 
>>> "Yes," the professor replies. "There' s heat."  
>>> 
>>> "And is there such a thing as cold?"  
>>> 
>>> "Yes, son, there's cold too." 
>>> 
>>> "No sir, there isn't."  
>>> 
>>> The professor turns to face the student, obviously interested. The >>> room  
>>> suddenly becomes very quiet. The student begins to explain. "You can  
>>> have lots of heat, even more heat, super-heat, mega-heat, unlimited 
>>> heat, white heat, a little heat or no heat, but we don't have >>> anything  
>>> called 'cold'. We can hit up to 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 the lowest -458 
>>> degrees." 
>>> 
>>> "Every body or object is susceptible to study when it has or >>> transmits  
>>> energy, and heat is what makes a body or matter have or transmit >>> energy.  
>>> Absolute zero (-458 F) is the total absence of heat. 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 across the room. A pen drops somewhere in the classroom,  
>>> sounding like a hammer. 
>>> 
>>> "What about darkness, professor. Is there such a thing asdarkness?" 
>>> 
>>> "Yes," the professor replies without hesitation. "What is nightif it 
>>> isn't darkness?" 
>>> 
>>> "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, wouldn't you?" 
>>> 
>>> The professor begins to smile at the student in front of him. This >>> will  
>>> be a good semester. "So what point are you making, young man?"  
>>> 
>>> "Yes, professor. My point is, your philosophical premise is flawedto  
>>> start with, and so your conclusion must also be flawed." 
>>> 
>>> The professor's face cannot hide his surprise this time. "Flawed? >>> Can  
>>> you explain how?" 
>>> 
>>> "You are working on the premise of duality," the student >>> explains."You  
>>> argue that 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 can't even explain a thought." 
>>> 
>>> "It uses electricity and magnetism, but has never seen, much less >>> fully 
>>> understood either one. 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, just the absence of it." 
>>> 
>>> "Now tell me, professor. Do you teach your students that they >>> evolved  
>>> from a monkey? 
>>> 
>>> "If you are referring to the natural evolutionary process, youngman,  
>>> yes, of course I do." 
>>> 
>>> "Have you ever observed evolution with your own eyes, sir?" 
>>> 
>>> The professor begins to shake his head, still smiling, as he realizes 
>>> where the argument is going. A very good semester, indeed. 
>>> 
>>> "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 
>>> preacher?" 
>>> 
>>> The class is in uproar. The student remains silent until the >>> commotion  
>>> has subsided. 
>>> 
>>> "To continue the point you were making earlier to the other student, >>> let  
>>> me give you an example of what I mean." 
>>> 
>>> The student looks around the room. "Is there anyone in the class who >>> has 
>>> ever seen the professor's brain?" The class breaks out intolaughter. 
>>> 
>>> "Is there anyone here who has ever heard the professor's brain, felt >>> the 
>>> professor's brain, touched or smelled the professor's brain? No one 
>>> appears to have done so. So, according to the established rules of  
>>> empirical, stable, demonstrable protocol, science says that you have >>> no  
>>> brain - with all due respect, sir." 
>>> 
>>> "So if science says you have no brain, how can we trust your >>> lectures,  
>>> sir?" 
>>> 
>>> Now the room is silent. The professor just stares at the student, his 
>>> face unreadable. 
>>> 
>>> Finally, after what seems an eternity, the old man answers. "I guess  
>>> you'll have to take them on faith." 
>>> 
>>> "Now, you accept that there is faith, and, in fact, faith exists >>> with  
>>> life," the student continues. "Now, sir, is there such a thing as >>> evil?"  
>>> 
>>> Now uncertain, the professor responds, "Of course, there is. We see >>> it 
>>> everyday. It is in th e daily example of man's inhumanity to man. It >>> is 
>>> in the multitude of crime and violence everywhere in the world. >>> These  
>>> manifestations are nothing else but evil." 
>>> 
>>>   
>>> To this the student replied, "Evil does not exist sir, or at least >>> it  
>>> does not exist unto itself. Evil is simply the absence of God. It is  
>>> just like darkness and cold, a word that man has created to describe >>> the  
>>> absence of God. God did not create evil. Evil is the result of what 
>>> happens when man does not have God's love present in his heart. It's  
>>> like the cold that comes when there is no heat or the darkness that 
>>> comes when there is no light." 
>>> 
>>> The professor sat down.

I sent him Kelly's newest blog post, No Faith in Science, as a reply. Any thoughts on this are more than welcome.