EVOLVING DOGMA OF DOGMATIC EVOLUTION
April 16, 2001
has been noted that what a culture does not write down as part of
its civic discourse can be just as important as what it does contribute
to the record of history since often what fails to be committed
to paper constitutes those aspects of the conceptual framework considered
to be beyond question.
standards promulgated by the Kansas Board of Education in 1999 removing
evolution as a mandatory component of the science curriculum sparked
a considerable degree of media hoopla. It was feared a new Dark
Age was pending where dogma would trump reason, with young minds
being plunged into interminable ignorance.
a result of the ensuing controversy, the offending standards were
rescinded and replaced by a yet another set of curricular guidelines,
this time emphasizing evolution as the cornerstone of contemporary
biology. However, the significance of this story may lie in those
aspects of it neglected by the mainstream press.
May 2001 edition of Citizen Magazine, the current events and public
policy journal of Focus on the Family, points out that the latest
set of standards enshrine evolution as "beyond question and
inquiry" and allows educators to censor and suppress evidence
and analysis contradicting the established theory.
is the hue and cry from the champions of enlightenment and true
learning now being that what these canons of knowledge enshrine
for veneration does not constitute true science either?
6:20 says, "...keep that which is committed to thy trust, avoiding
profane and vain babblings, and oppositions of science falsely so
it comes to creationism, it is often laboriously protested that
this theory does not meet the rigors of true science since it is
held as an article of faith that cannot be subjected to experimental
verification or falsification.
scientific method operates by postulating a hypothesis which is
then tested experimentally through the gathering of evidence and
the investigation of claims. If evolution is to be held above such
scrutiny, it must instead be classified as a religious doctrine.
The works of Charles Darwin and Stephen Jay Gould thus have as much
place in the classrooms of the radically open-minded as the works
of Holy Scripture.
only reason proponents of evolution don't want their pet proposition
poked and prodded is because as, Michael Behe and Phillip Johnson
point out, it is a bankrupt bill of goods bereft of possible provability.
For if evolution was the holy grail of biology some claim it to
be, wouldn't it be able to withstand the doubting curiosity of today's
public high school student?
Kansas Board of Education member was quoted by the Washington Post
as saying, "If the scientific community thinks they can sit
back and say, 'Phew, we got that done,' that would be very presumptuous
of them. Kids are not stupid. They're going to realize that what
they've learned at home [about their origins] is not what their
science teacher is trying to push on them. This issue is not going
to go away."
in the end, this entire battle boils down once again to the public
schools trying to control what the students believe irrespective
of the parents' preferences regarding these issues of ultimate philosophical
best thing for parents is to cognitively evolve to the realization
that they need to rescue their children from these academic Neanderthals
and place them in some kind of private academic setting. In such
enhanced educational surroundings, students will learn enough of
the fashionable parlance to pull the wool over the eyes of the pedagogical
troglodytes while being taught the shortcomings of the accepted
system and to marvel at the handiwork of the skilled Creator.
by Frederick B. Meekins