Posted by
JasonC on Wednesday, July 12, 2006 10:30:27 PM
You know, it’s ironic that the proponents of evolution just keep devolving.
They’re scared, running back into the hills from which we supposedly
crawled (or was it “slithered”?). The only thing that seems to be
evolving is their fear of serious debate on the issue, a fear that’s
now manifesting itself more and more as a tragic comedy.
Regarding
the evolution-creationism-intelligent-design debate, and how it should
be handled in public schools, evolution supporters contend that
intelligent design isn’t “scientific,” but merely repackaged religion –
although they allow that intelligent design could be taught in other
types of classes (e.g., religion or social studies).
Well,
they’ve already proved themselves wrong on that point. Back during the
first part of January, a group of parents sued a California school
district, accusing it of violating church-state separation because it
offered an elective philosophy course about intelligent design titled
“Philosophy of Design.” Consider that. It was a philosophy course, not a science class. And it was elective,
meaning voluntary. Are these parents saying that it’s wrong to teach
philosophy in philosophy class? That offering kids a choice is
tyrannical, somehow forcing them towards religion (Christianity in
particular)? Well, as much fun as I’m having with the obvious
absurdities, the real motive of the parents is serious: They want God,
and everything to do with Him – religion, Jesus, Christianity,
creationism – out of our schools. Period.
And
the spineless school-district officials caved, halting the course and
saying that they would never again offer a class “that promotes or
endorses creationism, creation science or intelligent design.” You mean
that even if science someday proves the existence of an intelligent
creator, this school district still won’t endorse such a view. Yup.
Apparently so.
This
case is not only a violation of free-speech and religion rights, it’s
also a violation of freedom of thought. Proponents of evolution don’t
want opposing ideas even whispered under the school
roof, which is both lame and sad. Supporters of ID and creationism are
routinely accused of hiding behind science, trying to “sneak” religious
belief into schools. Well, I’d say that evolution proponents are the
ones hiding. They’re always preaching that they seek the truth, the
facts, about the world and the universe in which we live, yet if a
supernatural designer had anything at all to do with the existence of
this world and universe, anything at all, then evolutionists are
choosing to ignore one whole half of the equation – the unseen half.
But
doesn’t science claim to deal only with what is seen, what is
observable, not the philosophical? That’s what it claims, but they’ve
shown their deceit on that point as well.
Consider
the following quote from a pro-evolution Sacramento Bee editorial of
August 2005: “Science can only deal with what is observable. It is not
equipped to deal with ultimate questions and divine intervention, nor
does it claim to.” Sounds fair enough, but in reality, the writer of
this editorial is either ignorant or a liar. First, he states that
science isn’t equipped to deal with ultimate questions – questions, in
my opinion, like “Where did we come from?” – yet this is precisely the
ultimate question that science attempts to answer with its theory of
evolution, which states (and here I speak in general laymen’s terms)
that all life forms can be traced back to a pool of primordial soup
that somehow caused life to spring forth (I’m still waiting for
evolutionists to explain where this primordial soup got its genetic
instructions).
He
also states that science can only deal with what is observable. Why,
then, is science delving into the unobservable? For that is precisely
what it does when it expounds its theory of evolution. It takes at
least as much faith to believe in evolution as it does to believe in a
Creator, and evolution does as much work “filling in the gaps” as
creationism is accused of doing. You don’t believe so? What would you
call it, then, when an evolutionist is presented with two sets of
similar-yet-different bones, one set a bit older than the other, and
concludes that the older morphed into the younger – a conclusion
reached because he simply presumes that this thing called evolution is
real and was the cause? I call that “filling in the gaps,” the very
thing creationists are accused of doing. After all, where’s the lab
work, the reliable, reproducible results – derived from experimentation
– that prove that macroevolution (the changing of one species into
another) is even possible, much less probable? In all
the reading I’ve done on the creation/evolution debate, I’ve yet to see
one example of evolutionists supporting their theory by means of the
accepted scientific method. In my mind, all of this adds up to making
evolution no less religious than creationism, and no more scientific.
Evolution, in the end, boils down to a form of atheism, or at least
agnosticism, with its followers believing whatever the priesthood of
secular science tells them, their faith resting in the words published
in science journals.
The
latest episode of the hit series “Devolution” appeared in today’s
newspapers (Wednesday, 2.15.06). According to an Associated Press
report: “The Ohio school board voted Tuesday to eliminate a passage in
the state’s science standards that critics said opened the door to the
teaching of intelligent design. The Ohio Board of Education decided
11-4 to delete material encouraging students to seek evidence for and
against evolution.”
To put that in laymen’s terms, the Ohio Board of Education believes that its dangerous for kids to think.
They’re downright petrified of it. “Gee,” said the critics one morning
when the thought of the horrific possibility struck them, “if these
kids start investigating for themselves, they might discover that
evolution isn’t true!”
That’s
right, folks. And there’s more. According to the AP story, “the 2002
science standards said students should be able to ‘describe how
scientists continue to investigate and critically analyze aspects of
evolutionary theory.’” To me, that sounds like a good thing –
encouraging students to keep abreast of the latest scientific
happenings. Heck, it even leaves room for evolutionists to strengthen their position. But of course, it also left room for evolution to be disproved
by students’ investigation, so in spite of the fact that the standards
included a disclaimer stating that the teaching of intelligent design
was not required, critics got scared when they realized that ID could possibly be taught.
So
let’s see … where does that leave us? Oh yeah. Not only is ID banned
from science class, it’s also banned from “other” types of classes like
philosophy, and now scientists and educators don’t even want students
to think critically. Yeah, I’d say that evolutionists know they’re in
trouble.
Listen,
I understand that science must deal with theories in order to discover
facts, but why is it, pray tell, that evolution is the only scientific
theory that has entered the public consciousness in a large way, the
only scientific theory that is well-known amongst the general populace?
Could it be because it does, in fact, deal with ultimate questions, and
because its proponents – the enemies of true faith – don’t want the
true answers to be known? Why else would science claim to deal only
with “hard, observable facts,” and yet put forth a theory that has no
hard, observable evidence?
Folks,
I’ll put it to you straight and simple: This is part of an assault on
God, and on people’s right to know and serve Him. The parents in
California, the Ohio Board of Education, and the politically-correct
paranoids in this country – along with many other liberals – want a
God-free America. They want God out of schools, out of government, out
of the workplace, out of the public square. If that’s how you feel,
move to China. They’d love to have you. As for America, God is here to
stay.