I originally posted this on Facebook in January, 2011; I’ve decided to re-post it here.
“Teachers Back Away From Evolution In Class” by Jesse Emspak | January 27, 2011
This article is loaded with misinformation and fallacious arguments. It is nothing more than a weak attempt to promote a theory that is rapidly being exposed as illogical, unscientific, and anti-religious.
“Teachers who are unable or unwilling to teach the theory of evolution in biology might be one reason U.S. students are falling behind in science, according to new research.”
Evolution plays absolutely no role in the vast majority of scientific endeavors. For the engineer, chemist, and physicist, evolution is a complete non-issue. Even in the biological sciences, the issue of origins is completely irrelevant to for those doing actual research. The only scientists for whom the origins of life is even an issue is for those who specialize in the study of origins!
“The National research Council recommends that teachers introduce to students the evidence that evolution actually occurred, and use it as a unifying theme in different areas of biology.”
First, the National Research Council (NRC) operates under the auspices of the National Academy of Sciences (NAS), a blatantly anti-Christian, anti-religious organization that seeks to use “science” to replace belief in God with belief in secular humanism. Secondly, every evidence used to support evolution has repeatedly been shown to be fallacious and/or just plain false. The NAS seeks to indoctrinate, rather than foster critical thinking of the evidence for and against evolution.
“Teachers may want to avoid controversy, but the problem, Berkman says, is that it undermines science as a mode of thought and means of finding out about the world.”
Most teachers want to teach their students critical thinking skills, but are afraid they will lose their jobs if they even suggest that their students to approach evolution critically. I know – I used to be a public school science teacher.
“Not having biology taught properly, Berkman says, makes it harder for students to understand science later on.”
I agree. Indoctrinating students with evolution, rather than teaching them to evaluate the pros and the cons of the theory, has stunted students’ understanding of science.
“The theory of evolution states that life forms will change over time in response to their environment, and the fraction of individuals in a species with one or more inherited traits will differ. The cause is natural variation within species, which affects how well they survive in a given environment — or not. Sometimes species will split into two or more different ones, and sometimes they will die out.”
This is the fallacy of equivocation. Actually, what is being described is natural selection, not evolution. Evolution is the idea that all modern species descended from a single common ancestor over million of years. Natural selection is observable, measurable, testable science. Common descent is neither observable, nor testable, nor measurable. It is philosophy disguised as science. The fallacy is equating evolution, meaning natural selection or change over time, with evolution, meaning common descent. Same term, two entirely different meanings, and one does not necessarily follow from the other.
“The simplest way to solve this problem is to change the ways people who will become teachers are taught the subject before they ever get into a classroom, Berkman says.”
Indoctrinate the teachers so they can indoctrinate the students.
Some teachers try to present both sides, he notes, but the problem with that is that it puts science in the same class of knowledge as an opinion, as though well-established principles could be debated.
This is the fallacy of begging the question, also known as a circular argument. We cannot question whether evolution is a fact, because evolution is a fact. We cannot debate whether evolutionary principles are well-established, because evolutionary principles are well-established.
Neo-Darwinian evolution is nothing more than an anti-religious philosophy posing as science, held together by smoke and mirrors, and is rapidly being exposed as such. Articles like this only serve as an attempt to shore up public opinion and make people thing they’re stupid if they approach the issue critically and logically rather than simply accepting it blindly. It makes me angry that most people lack the interest, information, and/or the skills to understand that the belief that Mankind came from goo is irrational and just plain stupid. It makes me even angrier that this irrational belief in evolution is one of the key reasons people reject the Bible, and therefore reject Jesus Christ, and therefore spend eternity in Hell.
Filed under: Apologetics | Tagged: Biology, Charles Darwin, Darwinism, evolution, Facebook, National Academy of Sciences, National research Council, Natural selection | Comments Off on Rebuttal: “Teachers Back Away From Evolution In Class” by Jesse Emspak