Mything the Facts

Although they claimed to be wise, they became fools and exchanged the glory of the
immortal God for images made to look like mortal man and birds and animals and
reptiles. (Romans 1:22,23 NIV)

“Education based on fact, not myth” Christopher Renner candidate for Kansas State
Board of Education.

In 2004 the Kansas Board of Education adopted a science standard that included criticism to the teaching of evolution. It allowed for discussion of other alternative manners in which the creation of the world and mankind came into existence. It did not remove the teaching of evolution and promote the teaching of intelligent design and creationism. It allowed the teacher to include alternative methods for the creation of the universe including evolution, the big bang theory, intelligent design and creationism. But, as Christopher Renner pointed out, we need education based on fact, not on myth. So, let’s separate the fact from the myths.

Myth #1: Theory of Evolution is a fact.
Fact: How is the word theory defined in the dictionary? A proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact, guess conjecture. The theory of evolution is not a fact and is considered by many scientists to be merely a conjecture. Without a definitive link between humankind and apes, it can only be classified as conjecture. So what are these “educators” afraid of when allowing alternative methods to be discussed? Isn’t that the purpose of science anyway? To discuss viable alternatives and solutions to a problem. To only allow one view to be presented promotes and encourages lemming like thinking and narrow mindedness.

Myth #2: Top scientists accept evolution as fact.
Fact: Never mind the fact that the bulk of pre 20th century scientists were Christian ie Copernicus, Galileo, Isaac Newton (who wrote more articles and books on Christianity than he did on gravity). Look at the 20th century scientists. Over 80% of the Nobel prize winners in Physics, Chemistry and Physiology or Medicine have extensive Christian backgrounds and have defended their beliefs.
A poll conducted in 1980 amongst biologists with Masters or higher, 72% believed evolution to be a fact. In 2000, the same poll showed that 47% of the same group believed evolution to be a fact. When it comes to the power of the universe, Isaac Newton summed it up best, “Gravity explains the motions of the planets, but it cannot explain who set the planets in motion. God governs all things and knows all that is or can
be done.”

Myth #3: Since all humans came from apes, all humans are equal.
Fact: Darwin was a racist. Consider the subtitle to Charles Darwin’s The Origin of Species by Means of Natural Selection. The subtitle is: The Preservation of Favored Races in the Struggle for Life. “Favored Races?” What can he be referring to with this statement? The answer is found in his work, Descent of Man, “At some future period, not very distant as measured by centuries, the civilized races of man will almost certainly exterminate, and replace, the savage races throughout the world. At the same time the anthropomorphous apes, Professor Schaaffhausen has remarked, will no doubt be exterminated. The break between man and his nearest allies will then be wider, for it will intervene between man in a more civilized state, as we may hope, even than the Caucasian, and some ape as low as a baboon, instead of as now between the negro or the Australian and the gorilla.” (Descent of Man, Chapter Six: On the Affinities and Genealogy of Man, On the Birthplace and Antiquity of Man). Darwin taught the inferiority of certain humans, specifically the dark skinned humans of the Afrikaners and the Australian Aborigines. Why is this teaching overlooked by those who support evolution? One thing I learned in middle school dealt with true/false statements. In order for the statement to be true, it must all be true, if one part is false, then it is all false. Which is it then for the evolutionists: Are we created equal by our Creator as the Declaration of Independence states, or did we evolve into separate superior/inferior races as Darwin proposes. (I often wonder if Hitler read this work and gleaned his general idea of “exterminating” the Jewish people from it.)

Myth #4: Darwin accepted his teachings as fact.
Fact: Darwin even wrote that he was unsure of the validity and truth about his theory. In chapter 10 of the Origin of Speicies (the Imperfection of the Geological Record) he wrote, “So, that the number of intermediate and transitional links between all living and extinct species, must have been inconceivably great. But assuredly, if this theory be true, such have lived upon the earth.” He even wrote “if” this theory is true. Even he acknowledged that what he wrote is not true, but by the outside chance that his theory is true, then we would find these “missing links” because they would have lived on the earth. If he knew it wasn’t true, then why teach evolution as truth. All throughout the Origin of Species, Darwin used the qualifying disclaimer “if” signifying his uncertainty to what he wrote as fact.

I do agree with Christopher Renner that we do need an education system that is based on facts and not myths. The truth must be taught. “Then you will know the truth, and the truth will set you free.” (John 8:32 NIV)
Just so you know, I do believe in evolution. . . just not Darwins evolution.



Geoff Moore and the Distance - Evolution: Redefined.

. . . So Goes the Nation

“Then if they will really learn the ways of My people, to swear by My name, 'As the LORD lives,' even as they taught My people to swear by Baal, they will be built up in the midst of My people. But if they will not listen, then I will uproot that nation, uproot and destroy it," declares the LORD. (Jeremiah 12:16,17 NASB)

In those days there was no king in Israel; every man did what was right in his own eyes. (Judges 17:6 NASB)

How does one destroy a nation? The destruction does not come from weapons, it does not come from economics, and it does not come from any outside source. The destruction of a nation comes from within and it begins with the removal of morality.

In 1919 the Communist Strategy for Revolution was captured in Düsseldorf, Germany. The very first plank of that strategy states: A. Corrupt the young. Get them away from religion. Get them interested in sex. Make them superficial; destroy their ruggedness.

The first step listed is not invasion, it is not economically, it is not through disease. The first step listed is a subtle attack, yet the most dangerous attack, it is the attack on the youth. Not a physical attack, but a psychological attack. Corrupt the young.

How does one corrupt the young? The answer is found in the next sentence, get them away from religion. Teach them that there is no such thing as a religion, it's all myth. (Which is the topic for my next entry). Get them interested in superficial things i.e. sex. Teach them that if it makes them happy, then it is OK to do. Teach them ego centrism that it's all about themselves. If something interferes in their life, then get rid of it. Remove their moral compass and watch the nation disintegrate from within.

In the United States there is a movement to destroy the moral foundation, by corrupting the young. While many naïve people believe that sex education is being taught in the High Schools, a recent study showed otherwise. 70% of the public schools today teach sex education in 7th grade. 20% of the public schools teach sex education to 5th graders. 90% of the public sex education is taught to children that are 13 years old and younger! And it's not abstinence that is being taught. 82% of the sex education classes taught, teach safe sex: Before you undress your Venus, dress your penis is the motto. These are children that are now finding out the thing they urinate with has another purpose, and there is no moral ramification if they use it in that manner. Most of these children haven't begun puberty or are just hitting puberty. With raging hormones, unsure of what to do with themselves, they now have been taught what to do with that. And they have been taught, not to worry about the consequences. There are ways of dealing with any “problem” that may arise.

It's not just sex education that is being taught at an early age. First graders and younger are being bombarded with a twist on a classic children's stories: See Spot, Dick and Jane has now become: See Dick and Dick or See Jane and Jane. One father in Massachusetts objected to his kindergarten son being taught the “normalcy” of homosexuality and went to court. The court told the father there is nothing morally wrong with homosexuality and if he didn't like it, he can homeschool his child (except in California).

The human courts have decided that they are the judges not only over the laws, but they also are the judges over moral laws. (Which is interesting because it's the ACLU's mantra that you can not legislate morality . . so which is it either we can or we can not legislate morality) Who established the moral laws? It wasn't the United States court system, nor was it the European court system. The moral laws were established on a mountain, written by God's own hand and given to the world through a prophet with a speech impediment. Regardless of what man has to say about it, if God calls it a sin, then it's a sin. If God calls it an abomination, then it's an abomination.

All throughout history, when a nation turns its back on God, God uproots it and destroys it. Israel, Judah, Rome. None are of the same prominence as they once were. Israel is the chosen nation, blessed by God. Yet, they turned from God and was destroyed. When will God's patience run out with America, a nation that was founded on the ideals of Christianity. A nation that put God first for the first 150 years. Now a nation that thinks murdering babies for choice is all right. A nation that places money above morality. A nation that no longer fears the Lord. A nation that will no longer exist unless we get right with God. “My concern is not whether God is on our side; my greatest concern is to be on God's side, for God is always right.” Abraham Lincoln


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