Sunday, March 26, 2006

In a Science Class Near You By: Mark Dickson (TFC Entry)

In a Science Class Near You (OUTLINE)

To prove by presenting evidence, facts, and logical argumentation that intelligent design should be taught in schools.

I. Acknowledgement of the problem
1) Only evolution in schools
a) No opposing theories
b) Evolution isn’t proven
II. History of the problem
1) Roots of evolution
a) Hypothesis of Darwin
b) Laws govern changes
2) Roots of creation
a) Based in Genesis
b) God created life
III. Continuation of the problem
1) Disagreements between scientists
a) Formation of earth
b) Formation of man
c) Age of earth
2) Contradictions with science
a) Vertical evolution
b) Billion year-old earth
c) Evolution of man
d) Dinosaurs before man
e) Big Bang
IV. Resolution of the problem
1) Two theories in schools
a) Both theories taught
b) Students can choose

In a Science Class Near You

America’s schools are being overrun with evolutionary theory, while no other theories are even being taught. In every public school science class in America, students are expected to learn and know about the theory of evolution. Any other theories are deemed as unscientific and are barred from being inserted into basic curriculum. One of these rival theories is intelligent design, the idea that a supreme being created and governs the universe. Evolution being the only theory allowed in schools is definitely something that needs to change, because most of the people in America believe in God and the Bible instead of relying on evolution. “Just one in ten Americans believes in the Darwinist evolution position that man developed over millions of years from less advanced life forms and that God had no part in the process (Belkin). More than one theory should be allowed in public schools. Intelligent design should be allowed in science classes, and evolution’s validity should be challenged.

The way public schools are dealing with evolution is definitely a problem. In almost every public school science class, the students are expected to learn about the theory of evolution and what it teaches about the development of life. This is problematic in that there is no absolute proof that evolution is happening or ever did take place (Swinney). Many of what is a part of the theory of evolution completely contradicts the rules and laws of science itself. So, in order to accept the theory of evolution as it is, we must also accept things that have been deemed impossible in the field of science. A few of these things include: Living organisms coming from non-living material, mutations helping and being beneficial to organisms, and complete randomness forming into a world of law and order. These are all things that have never been recorded in science, yet students are expected to know and except them every day. The problem with this is that there are other theories that compete and hold their own against evolution in the scientific community, but are not allowed in public schools. Eighty years ago, attorney Clarence Darrow argued in the Scopes Monkey Trial in Tennessee that denying the right to teach Darwinian evolution in schools violated fundamental academic freedom. Ironically, evolutionists now say that their theory should be the only one taught in schools. One of the theories that rivals evolution is intelligent design and a subordinate form, creation. These theories state that God or a superior being created the world and all of its inhabitants. Evolutionists are fighting hard to keep creation out of schools even though a large majority of the population believes God created the earth. This battle has been taking place for a long time.

Both theories, evolution and creation, have grown through the years. Charles Darwin contributed more to evolution than anyone else. He was born in England on February 12, 1809. In 1831 he joined a crew on the H.M.S. Beagle and traveled around the world. During his travels he made observations about many different plants and animals, and was fascinated by all of the different kinds. He collected information and came up with a hypothesis about how life changes over time (Sekulow). Creation, on the other hand, is much older. Back thousands of years ago, a Hebrew man named Moses wrote down the first five books of the Bible. One of the books, Genesis, has its own story of how the earth was formed. It states that God created all life within a six day time period. This is also what creationists believe. “Evolution says that what we see today, what happened a billion years ago, and what will happen a billion years in the future are all a set process and everything that occurs happens because of the laws that govern nature. Therefore, evolutionists say Noah’s flood and the return of Christ did not occur (Swinney).”
Now, the two opposing theories have creationists and evolutionists debating.

Creationists and evolutionists disagree on a number of issues. Some of them include: how the earth was formed, how people came about, how old the earth is, and many more. “Creationists generally believe that the earth is around ten thousand years old, while evolutionists believe that it is billions of years old. Creationists say that God created man, and evolutionists argue that man is only the product of an animal that evolved, such as an ape. In discussing how the earth was formed, creationists believe that an all-powerful God simply formed it, while evolutionists say that many random events occurred and formed what is today earth (Swinney).” These are not even close to being the only issues creationists and evolutionists disagree on. They are only a few of the most basic ones. The battle is not even close to being over, because each side is working hard to disprove the other. The problem is that there isn’t enough evidence of any one theory that it completely proves that the other is false. However, even though both sides have their strong and weak points, evolution is still the only theory allowed in most public schools today. Whenever the government even considers inserting intelligent design into the science books, evolutionists fiercely oppose them and say that it is violation the separation of church and state. Creationists fight back by saying that there is scientific evidence of intelligent design, and that evolution should be taken out of curriculum because it is unscientific.

The theory of evolution contradicts science itself. Many of the items that compose evolution are contrary to everything ever observed in science. Because of this, scientists cannot say with certainty that evolution occurred. Evolutionists expect us to believe that everything developed from a single-celled organism. According to NASA scientist Stan Swinney there is no evidence of vertical evolution, only horizontal. No scientist has ever seen vertical evolution- something changing into another species. He also says that if vertical evolution happened, it could be seen in the fossil record, which it has not. According to Swinney evolutionists expect us to believe that at one point, a warm little pond was hit by an electric bolt and created a living organism. No one has ever been able to begin life with a bunch of gases and an electric spark. Scientists have been able to get amino acids from gases and electric sparks, but not life. Swinney says that no scientist on this earth can explain with certainty how DNA and RNA came into being. Evolutionists say that if given enough time, anything can happen. That is their defensive explanation of how evolution took place over billions of years

Evolutionists also say that the earth is billions of years old. This can be disproved scientifically. It is proven that the earth loses half of its magnetic field every 1,470 years (Sekulow). If the earth were 4.5 billion years old, the magnetic field would have been so much stronger that it would be impossible for anything living to survive. Also according to evolutionists, life will continue in the future as the laws of nature govern. If this is so, then the future is bleak. By 9000 AD, the earth’s magnetic field will be completely gone allowing cosmic rays to kill off everything on earth. Another fact that helps to disprove evolution and point to a young universe involves the sun. The sun shrinks at a rate of one tenth of a percent each year. Three million years ago, the sun would have been larger and would have burned up the entire earth (Swinney). According to evolution, organisms evolved over billions of years. Since the sun would have annihilated all life on earth three million years ago, basic organisms wouldn’t have had enough time to form into more complex ones.

Evolutionists believe that some organism slowly evolved into a human being. Creationists disagree, saying that all men and women are descendents of Adam and Eve. Evolutionists try to disprove creationists by saying that there were cavemen or underdeveloped humans. In one of the findings that scientists called Neanderthal man was found a flute with seven notes on it, which is the same musical scale we use today. According to the Bible, modern men were created on the sixth day of creation, not after thirteen steps of evolution from monkeys to modern men, as evolutionists would show you in the textbooks. Creationists state that man was around when the earth was six days old, not billions as evolutionists claim.

Ancient dates are all speculation. Mt. St. Helens erupted twenty years ago. Sixteen years ago, lava sand began to develop as a result of the eruption. After taken by evolutionists and being scientifically dated, this lava sand is already being recorded at 340,000 years old. It is also being dated 350,000 years old according to radioactive dating (Belkin). The scientists that tested the lava did so without knowing where it came from. This can help prove that the methods used for dating are not always accurate. Evolutionists use the same methods to date things such as dinosaur fossils as they did with the sand.

Evolutionists say that dinosaurs were extinct far before man existed while creationists say that everything was created in the same week. There have been at least seven findings in the United States of human footprints with or within dinosaur footprints (Swinney). Recently, a large T-Rex bone was found that had not been fossilized. This bone was cut in have, and it still contained red blood cells. If these bones were millions of years old, there would have been no remnants of red blood cells (Swinney). A few years ago, pictographs were found in the Grand Canyon. Indians had drawn these pictures. The pictographs showed a T-Rex being killed by a hunter. Amazingly, the skeleton was found nearby (Swinney). Creationists are finding examples like these to disprove evolution and at the same time prove the validity of the creationism. They also try to find items that do not go along with what has been accepted in science.

One of the areas that contradicts science is what the evolutionists call the big bang. It states that there were materials floating around in space that randomly came together and formed everything. “The big bang theory relies on a growing number of supposed entities; things that scientists have never observed- inflation, dark matter and dark energy are the best examples. Without them, there would be a fatal contradiction between the observations made by astronomers and the predictions of the big bang theory. The big bang theory cannot survive without these factors. In no other field of physics would hypothetical objects be accepted as a way of bridging the gap between theory and observation. It would, at the least, raise serious questions about the validity of the evolutionary theory (Wieland).” What is more; there are no predictions in the big bang that have later been validated by observation. The successes claimed by the theory’s supporters consist of its ability to look back and fit observations with a steadily increasing array of flexible boundaries. One of the boundaries that they are not increasing is how many theories can be taught in science class.

I believe that creation as well as evolution should be taught in America’s schools. Just as there are specific chapters about evolution in science books, there should be chapters on creation and intelligent design. People should have the benefit of listening and analyzing more than one theory so they can choose what they want to believe for themselves. Intelligent design should be included in science rooms because sixty percent of the American public thinks creation is as good a theory as evolution (Wineke) This is the United States, and students should not be forced into learning and taking tests over the evolutionary theory alone.

In America, science class needs to change. Evolutionists cannot prove that their theory is right, in the same way that they can’t prove that the earth is three hundred billion years old. However, creationists cannot totally prove their point either (Swinney). Many items in intelligent design are accepted through faith, something not everyone is willing to do. It is most likely that neither side of the fight will ever be able to prove that their theory is one hundred percent correct. The battle between creation and evolution has been occurring over many years, and it will probably continue to do so before any new resolutions are made. “Educators must keep up with science. It is science that is pointing to the inevitable conclusion that an intelligent creator was the architect for this magnificent universe (Sekulow).”

Belkin, Douglas. “God vs. Darwin.” The Post 22 Aug. 1999: 1-4 Clear Lake Schools. Sirs. Clear Lake IMC Lab, Clear Lake IA. 22 Aug. 1999

Sekulow, Jay. “Intelligent Design Is a Worthy Rival to Theory of Evolution.” Maryland Press April 2002: 1-2 Clear Lake Schools. Aclj. IMC Lab, Clear Lake IA. April 2002 <>

Sekulow, Jay. “Theories That Challenge Evolution.” KRT 29 Sept. 2005: 1-2 Clear Lake Schools. Sirs. Clear Lake IMC Lab, Clear Lake IA. 29 Sept. 2005 <>

Swinney, Stanley. “Creation Vs. Evolution” Faith Baptist Church, Mason City, IA. 3 Nov. 2003

Wineke, William. “Great Debate, The.” Wisconsin State Journal 2 Feb. 1997: 1-5 Clear Lake Schools. Sirs. Clear Lake IMC Lab, Clear Lake IA. 2 Feb. 1997 <>.

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