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.