Many Christians believe the true account of our beginnings is recorded in Genesis. Now, compare this to what schools teach children about origins. What is taught in schools is not what is taught in Genesis. There is admissible and inadmissible evidence that is allowed in science classes. The explanations that agree with Darwinian evolution are admissible in schools, but the explanations that agree with Genesis are inadmissible. The key to understanding this disparity is that Continue reading Genesis vs Darwinism
Category: Front Page
Exposing Weaknesses of Darwinism
The apostle Paul saw a vision of the end times in which he saw evil spirits that looked like frogs coming from the mouth of the dragon, the mouth of the beast, and the mouth of the false prophet. (Rev. 16:13) Frogs, known for their the repetitive croaking, may be a symbolic picture of a technique that is often used to convince people that something is true even when there is little or no evidence for it. “Millions and millions of years” is one of the repetitive phases we have all heard that emphasizes the supposed age of the universe, the earth, and ancestral living organisms.
Many books, movies, documentaries, and teachers declare with one voice that the earth is billions of years old and that dinosaurs lived on the earth millions of years ago. Young children, who are invariably fascinated by dinosaurs, are routinely told this as a fact. Continue reading Exposing Weaknesses of Darwinism
Admissible and Inadmissible Evidence Part III
Admissible and Inadmissible Evidence in the National Science Standards is continued below as Part III. The condensed version of this article is published in the April 2015 edition of the AFA Journal. http://bit.ly/1Fb7tO1
Public school students are in a position where everyone is taught Darwin’s proposal that all living things, including humans, originated from a common single-celled ancestor. Regardless of whether or not a disclaimer is added that God may have guided the process, Darwinian evolution is taught in public schools without scientific challenges and as the only scientifically accepted possibility for our origins. Attempts to include scientific creationism or intelligent design have been struck down by courts as state-sponsored religious ideas.
The case of COPE vs. Kansas Board of Education has yet to be decided. Parents are suing the Board because the state-approved science curriculum teaches an exclusively atheistic explanation for origins. Continue reading Admissible and Inadmissible Evidence Part III
Admissible and Inadmissible Evidence in the National Science Standards- Part II
Admissible and Inadmissible Evidence in the National Science Standards is continued below as Part II. The condensed version of this article is published in the April 2015 edition of the AFA Journal.
Although naturalistic evolution from a common ancestry has been taught in public schools for over 50 years, NGSS is more systematic, dogmatic, and deceptive in its approach than most previous standards. The deception is extremely effective because it begins at age 5 in kindergarten. The new standards will continue to present evidence in a manner that supports the idea that all life evolved from a common ancestry. Furthermore, most scientific challenges to unguided evolution will remain inadmissible. The big difference is that evolution will be taught progressively in this way from grades K-12.
Studies have shown that young children from all backgrounds have an inborn natural inclination to favor purposeful design as the best explanation for life, including man. Most young children instinctively believe that God made all living things, because living things look designed. Due to this instinct and the subconsciously recognized improbability that complex organs happened by chance, they find naturalistic evolution to be illogical – which in fact it is. Psychological studies have found that very young children can be effectively persuaded to accept natural evolutionary ideas with picture books and visuals when they are taught these ideas at an early age. -1
Continue reading Admissible and Inadmissible Evidence in the National Science Standards- Part II
Admissible and Inadmissible Evidence in the National Science Standards
American jury trials are probably the fairest way in the world to determine the guilt or innocence of an accused. Time-tested rules permit the person or group on trial to be both prosecuted and defended in a way that doesn’t favor either side. The prosecutor and the defender examine the same set of evidence, but present the jury with different possibilities regarding what actually happened. Our system of justice works because the jury is given the opportunity to consider the full set of evidences, as well as the arguments from both sides before making a decision. The right to a fair trial is such a cherished part of America that citizens would be outraged if they heard of a judge who allowed the prosecutor to freely present evidence and arguments to the jury, but declared the defender’s entire case inadmissible based on an unproved and controversial assumption.
A very important legal case, COPE vs. Kansas Board of Education, is now making its way through the courts. Although the lawsuit is a civil case, it has many parallels to the example of the unjust judge. There have been several court cases where Christian parents were accused of trying to insert their religious beliefs into science classes. However, in this case, it is Christian parents who have valid reasons to claim that they are being wronged by a situation in which their religious beliefs are being ruled inadmissible while the ideas of another opposing religious belief are being freely allowed. They find themselves in a situation where a state policy seeks to replace their theistic religious beliefs with a non-theistic religious worldview. The dilemma arose when the Kansas State School Board adopted a new set of science standards known as Next Generation Science Standards or NGSS.
Continue reading Admissible and Inadmissible Evidence in the National Science Standards
Uniformitarianism–A Game Changer!
Uniformitarianism is a philosophy. Its adherents believe that natural processes and the rates at which they have been observed to occur on earth and in space are the keys to understanding what has happened in the past. They assume that such processes as erosion, deposition, fossilization, and other natural processes occur at overall predictable rates. They are convinced that there was never a worldwide flood in which these rates would have occurred much more rapidly than what we can observe today. Continue reading Uniformitarianism–A Game Changer!
World History After Noah–Part II
World History After Noah – Part II
Conditions for travel by both people and animals were affected by a one time Ice Age, which occurred after the Flood as the results of two unrepeatable conditions. (1) The oceans contained warm water because of widespread exposure to magma, volcanic eruptions, and recently released hot subterranean water. The warm waters easily evaporated and formed clouds, producing massive amounts of snow during the winter months and frequent rains during the summer months.
(2) The summer months were often cooler than usual, because large amounts of volcanic ash in the air from widespread volcanic eruptions blocked the sun’s rays. The cooler temperatures of summer only allowed a partial melting of each year’s winter snows, so ice packs began to build up on the land. The persistence of warm oceans and cool summer temperatures resulted in more and more ice accumulations outside the temperate regions.
World History After Noah
World History After Noah – Part I
The human survivors of the Flood emerged to find dry ground after more than a year of living in the Ark. There was no trace of the former pre-Flood civilizations. All that remained of most plants and animals were now found as trillions of fossils embedded in layers of rocks and as some new plant growth from germinating seeds, spores, and adventitious growths.
Wild animals and birds on the Ark were released to return to the natural environment and reproduce. Domesticated plants and animals were tended on farms.
The human survivors began to repopulate the world as children were born into large families. Within a few generations, there were several thousand people on the earth.
World History From Adam to Noah
Is there a logical timeline of world history that fits into a roughly 6000 year span rather than millions and millions of years as taught in most history books? We think so. . .
In the beginning, the world, all living things, and humans were purposefully designed and created by God, along with everything needed to sustain life and the universe. This was approximately 4000 years before the time of Jesus’ earthy ministry.
The first man and woman, Adam and Eve, appeared on earth fully formed and mature. They did not gradually evolve from ape-like animals. Nor did they need millions of years to learn a language or how to make and use tools. All of this was built-in knowledge, somewhat like a computer with built-in programs. Continue reading World History From Adam to Noah
New Emphasis on Darwinian Evolution
I wrote the following article as a Guest Opinion in the May 25, 2014 issue of The Baptist Record. It is vitally important to consider how 13 years of being progressively taught about the evolutionary version of origins will affect the worldview and religious beliefs of our young people Continue reading New Emphasis on Darwinian Evolution