Whitney+T’s+2015+OpEd+Article




 * Evolution Taught with Unwarranted Bias in Public Schools **

=
There is a serious issue with the way evolution is taught to students in public schools today. Students are taught evolution as if it were a proven fact and not a theory, which in reality, it is. Science textbooks used in public schools provide only the information and evidence that may be used to prove evolution; they never provide any of the copious amount of information and evidence that contradicts evolution. This biased teaching of evolution questions of whether public schools are trying to teach students how to observe the world with perception or whether they’re merely trying to educate students on a specific dogma. =====

=
Why don’t public schools expose the evidence that contradicts evolution? Because then they would have to teach about intelligent design, which is affiliated with religion, and current interpretations of federal law prevent state sponsored presentation of religious viewpoints. However, if teachers and textbooks used in public schools presented scientific evidence from a neutral, impartial position and allowed students to interpret the evidence for themselves, then there wouldn’t be an issue because there would be no prejudice for any particular religion. The matter of interpretation is very important because evolutionists and scientists who believe in intelligent design take the same pieces of evidence and walk away with different conclusions based on how they interpret the evidence. Another reason why public schools do not teach about the evidence that disagrees with evolution is because many scientists today refuse to admit the possibility that God exists. They fail to acknowledge the fact that evolution takes just as much, or more faith to believe in than intelligent design does. =====

=
According to Dr. Laurence Loewe (School of Biological Sciences, University of Edinburgh, Scotland, UK.) “Mutations are changes in the genetic sequence… mutation rates are usually very low, and biological systems go to extraordinary lengths to keep them as low as possible, mostly because many mutational effects are harmful… mutation is one of the fundamental forces of evolution.” =====

=
Dr. Geoffrey Simmons explains that, “Once in every 10 million cell divisions, a cell makes a copying mistake. The chance of the mistake passing into the next generation is one in two. The odds are six to one that it will disappear by the tenth generation, and 50 to one that it will be gone by the hundredth generation. According to [anthropologist] F.B. Livingston, it would take approximately 20,000 generations, or 400,000 years, for an advantageous gene to spread among the hominid populations of the Pleistocene Era. If we are descendents of the famous Lucy, the australopithecine skull found in Ethiopia in 1974, and thought to be 3 million years old, then there would have been time for only seven advantageous genes to have changed. That’s barely enough of a change to tell a difference, let alone make a monkey into a person. =====

=
Walt Brown Ph.D. states, “The “evolutionary tree” has no trunk. In what evolutionists call the earliest part of the fossil record (generally the lowest sedimentary layers of Cambrian rock), life appears suddenly, full-blown, complex, diversified,[|a] and dispersed—worldwide.[|b] Evolution predicts that minor variations should slowly accumulate, eventually becoming major categories of organisms. Instead, the opposite is found. Almost all of today’s plant and animal phyla—including flowering plants,[|c] vascular plants,[|d] and vertebrates[|e]—appear at the base of the fossil record. In fact, many more phyla are found in the Cambrian than exist today.[|f] Complex species, such as fish,[|g] worms, corals, trilobites, jellyfish,[|h] sponges, mollusks, and brachiopods appear suddenly, with no sign anywhere on earth of gradual development from simpler forms. Insects, a class comprising four-fifths of all known animal species (living and extinct), have no known evolutionary ancestors.[|i] Insects and other arthropods found in amber, supposedly 100–230 million-years-old, look like those living today.”[|http://www.creationscience.com/onlinebook/ReferencesandNotes23.html - wp2694980] =====

=
These are only two of the HUNDREDS of factors which discredit evolutionary theory. The fact that public schools do not teach students about any of this information is deplorable. This is a critical issue that needs to be addressed. If schools would supply students with evidence both for and against evolution, students would be given the opportunity to weigh the evidence for themselves and decide what their beliefs’ regarding the origin of the earth are. This would in turn inspire students to continue searching for more evidence and make innovative contributions to science. What we are currently seeing instead of this, due to the biased teaching of evolution in public schools, is the cultivation of bigoted, close-minded scientists who are unwilling to acknowledge the fact that evolutionary theory is fraught with problems that beg scientists to consider alternative theories for the origin of life. =====

=
If you would like to learn more about the evidence that contradicts evolution that is not taught in public schools, an excellent resource is In The Beginning: compelling evidence for creation and the flood by Walt Brown, Ph.D. click here to access the online text: [] =====