Should creationism be taught alongside evolution? Is it fair to give students only one theory to believe? Is it legal to do so in the public schools?There are No Criticisms of Evolution
There are no criticisms of the theory of evolution in any of the textbooks or course materials, despite the fact that evolution cannot be stated as a scientific law and remains, for well over a century, a theory.
Evolution is a historically based theory based upon assumptions from what took place millions of years ago. What are missing are the gaps of transitional fossils that establish one specie evolving into another, new specie. When there is yet another claim that a missing link has been found, the question arises, where is the chain in the first place? How can we claim to have found a missing link while there isn’t even a chain? Maybe you’ve seen the images or pictures of man evolving from apes in textbooks. What are missing are transitional fossils between the ape and man so educators have to depend upon images and drawings to try and establish a connection. Why? It’s because there are no fossils that they can take pictures of to display as proof. Scientists have at their disposal, hundreds of millions of fossils and fossil samples, yet not one set of transitional fossils revealing specie evolving into another has ever been found. Despite untold millions of categorized fossils their remains no set that establish a new life form evolving from another. This fact was not lost by Darwin who said that he was troubled by the lack of fossil evidence showing that new species arose from previous ones.Critical Thinking Skills
It seems that public schools value critical thinking skills yet they are cramming an unproven theory down the student’s throats and so it appears that they won’t even consider other possibilities. These educators are like dictators who essentially spout “It’s my way or the highway.”Give Parents What They Want
A 1991 Gallop Poll (Nov 28th, 1991), which was the last time a comprehensive polling results on a national scale was undertaken, indicated that 47% of Americans believe in creation over evolution and 40% believe that God used evolution as a process of creating life. A few had no opinion and so that left only 9% of Americans who believe that God was not involved and that only naturalistic means were the cause of the origin of life. Since almost 9 out of every 10 Americans believe that God was involved in creation and just under half of those believed that the origin of life was not naturalistically caused, why do almost 100% of college professors and staff teach that evolution is the only option possible? These professors and the colleges seem to be in the minority, yet they do not tolerate differences of opinion or belief, even though the theory of evolution has never been comprehensively established as a fact. Why not let people choose what they want their children to learn? Don’t these professors and colleges work for the students who pay their salaries or the parents who educate their children? Why is there no tolerance for those who differ in opinions and hold to a different belief than an unproven, untested theory? Good question. Children should be taught that evolution is only a theory and to see that a theory is not the same as a scientific law like Newton’s Three Laws of Motion.Freedom of Speech
I believe that students should have the option of stating their own beliefs and base them upon what findings they gain in their education. Former President George Bush once said that “Both sides ought to be properly taught so people can understand what the debate is about. Part of education is to expose people to different schools of thought [and] people ought to be exposed to different ideas.” Academic freedom is what brought the theory of evolution to the classrooms in the first place and so what is wrong with the idea of allowing others to provide their views on how life came into being and if it did evolve or didn’t evolve. Shouldn’t we let them freely express what they believe and provide the reasons for why they believe what they do believe? Good science has always allowed for controversy in the classroom and so educators should allow for rational scientific discussion and criticisms of the theory of evolution. By the way, educators should not state that evidence for Darwinian evolution is overwhelming and indisputable.Evolution is Bad Science
Mankind used to believe that the earth was flat and that if a ship sailed too far it would end up falling off the edge of the earth. That is because we believed only with our eyes. The theory of evolution is much like this in that a theory or belief is taught as scientific fact because of what they perceive even though nothing could be further from the truth. Teaching evolution as fact is just plain bad science. Evolution is closer to a philosophy than it is a science. One example is that mutations are a good thing. I heard about a dairy farmer who had a dairy cow that gave birth to a calf with two heads. That is a mutation. The problem was that the calf died since it was sending different signals to its digestive system and survived for only a few days. If you had asked the dairy farmer if that mutation was an advantage, he would have said no because the calf died. I have never seen or heard of a mutation where it helped the specie propagate or survive and become a better organism. If you asked biologists if mutations are a good thing, they might give you a funny look because mutations are basically a change that takes place in the nucleotide sequence within the genome of an organism. These mutations are the result of DNA or DNA genomes that were unrepaired and will lead to errors in the replication process of additional cells. Even so, evolutionists claim that mutations are how life forms eventually evolve into a new life form. Evolution requires positive mutations, which are so rare that scientists have problems finding them in nature. What they do find are mutations that are extremely harmful and sometimes fatal to the organism. In order for evolution to work it needs an increase in information by means of positive mutations. The only problem is they can’t find where this occurs by natural means.