This month's commentary was prompted by a question sent to this web site. "I was just wondering do you have anything to say about creation and it being taught in public schools?" As science has made progress in the 20th and now the 21st centuries the case for evolution has weakened considerably. Genetics, DNA and the complexity of living systems is making it clear that life CANNOT arise spontaneously. This has posed a huge dilemma for public education. Evolutionary science teachers are told to only teach the evidence for evolution and NONE of the evidence against it. They are asked to censor significant discoveries out of the education process. This is censorship at its worst. Many individuals are realizing this and beginning to ask for fairness in public education. In Ohio the battle has been going on for time and is now coming to resolution. Here is a dialogue that will help explain this issue. Following is an example of a way to describe the issue and inform people about what is going on. Ask the question: "Where does life come from?" This is the most important question asked in origins science and there are essentially only two answers:
* Life and its diversity simply occurs by natural law and chance and not by design.
The Problem: Science standards use a little known "Rule" to censor the evidence of design. The Rule, which is usually unstated, is often referred to as "methodological naturalism." It declares design inferences invalid by definition and not by any objective evaluation of the evidence. It assumes the naturalistic hypothesis prior to examination of the facts. Although advocates of the "Rule" claim it is needed to maintain scientific objectivity, its use in origins science does just the opposite. Instead of promoting an objective search for the truth, it abandons an objective approach and censors any evidence that does not support the predetermined conclusion (that evolution is true). This censorship violates the rights of teachers, students and parents to have science education conducted without discrimination against various viewpoints relevant to the subject matter being taught.
The Solution of the Problem is to TEACH ORIGINS SCIENCE OBJECTIVELY. Allow students to be shown the scientific evidence that supports both viewpoints. This will:
* Improve the quality and credibility of origins science
The only solution is to change the approach to science teaching and include ALL the scientific evidence for and against evolution. The best argument for design in living things is the complexity of DNA and the wonderful processes that take place in our bodies. For example; all the chemical elements that are needed to make a digital watch are dissolved in seawater, but I don't walk along the shore looking for watches. Watches need a designer and a maker. So the whole Universe demonstrates God's creative ability.
Recommended reading/viewing:
Tornado in a Junkyard: The Relentless Myth of Darwinism by James Perloff
Find out why the fossil record fails to support Darwin's theory, the shocking lack of evidence for "ape-men," why radiometric techniques are not unimpeachable dating methods, how Darwinism unintentionally became the breeding ground for Hitler's racial politics, and much more! Tornado in a Junkyard is a unique presentation of the scientific case against Darwinism, informally written for laymen. 319 pages. (High School-Adult)
In the Beginning was Information by Dr. Werner Gift This book discusses the origin of the life from the viewpoint of "information science," with many illustrative and striking examples to clarify the following questions - What is the origin of information? What are the laws of nature about information? How did language and communication develop? Is artificial intelligence possible? 256 pages (High School-Adult)
A Question of Origins: Examining the Creation-Evolution Controversy During the past century, much of the world has accepted the theory of Evolution as fact. Yet the molecules-to-man theory has no direct evidence to support it. Origins provide overwhelming evidence in favor of Creation. The theory of Evolution has been applied to most scientific fields and this video thoroughly exposes the blind speculation and evolutionary bias in tree of these areas of science including: Cosmology, Chemistry, and Biology.
This visually rich, full production reveals conclusive evidence that the universe and all life were created by a Supernatural Being, and that the God of the Bible is that Creator. The Bible is the only Holy Book in the world that is scientifically accurate. In addition, scientific foreknowledge demonstrates that the Bible is truly the Word of God. This video is essential for anyone who has questions or doubts concerning the scientific accuracy of the Bible. VHS 60 minutes