Evolutionists do not want us to teach in our public schools the science that shows the validity of creation. They want us to teach only their (with apologies to Rudyard Kipling) "Just So Stories."
Personally, I believe that we should teach evolution side-by-side with creation giving equal scientific emphasis and have our students learn to think critically. Let us show them both and allow them to decide for themselves which one they will believe because origins is a faith position. Evolutionists reject this two model approach to teaching about origins because they inherently know that they will lose every time.
If they will not allow the teaching in our public schools of the science to support creation and adamantly defend the teaching of evolution only, that is fine with me - as long as we teach the students more about evolution than the evolutionists do. If we teach students ALL about evolution then they will realize that evolution is intellectually bankrupt.
The solution to evolution is education!
Please allow us to teach the students the truth about the implications of the Laws of Science, such as the First and Second Law of Thermodynamics, and how these Laws disprove evolution. Please allow us to teach the truth about the whole and complete nature of natural processes, like photosynthesis and metamorphosis, and how these could not possibly come into existence by random chance. Please allow us to teach the truth about what is really in the ground, like the out of order layers and polystrate fossils, as opposed to what evolutionists say is in the ground.
Please allow us to teach the truth about the hoaxes and frauds that have been authenticated and perpetuated by evolutionists then later had to be retracted. Please allow us to teach the truth about: Piltdown Man, Java Man, Peking Man, English Peppered Moths, the Horse Series, Pithecanthropus alalus, Galapagos Finch Beaks, embryonic recapitulation and the Monera.
Please allow us to teach the students the truth about how the acceptance of evolution is the foundational justification to promote: human racism, homosexuality, abortion, euthanasia, lawlessness, pornography, and all the other immoral and unethical activities within our society.
Yes, I am convinced! We need to teach more about evolution in our public schools, not less!
With this admonition in mind, I want to give you a Primer on the Scientific Reasons that Evolution is Wrong. The following are only thirty basic points and are by no means the total list that we might make. This is just a list that you may refer to when you want a quick way to look up what is wrong with evolution.
1. The evolution of one kind into another kind is not happening in a measurable way in the present, nor can it be proven to have occurred in the past.
2. No new kinds of organisms are being observed coming from previously existing organisms. (We discover new kinds that we have never cataloged before, but this only shows our ignorance of their existence.)
3. No new structures or organs have been observed coming into existence. All observed structures or organs are fully formed when first observed. (The only observed changes to current structures or organs come from their decay and degradation.)
4. There are distinct gaps between the known kinds of organisms. One kind is not observed to change into another kind. We do not observe the "missing links" because they are missing, not there, don't exist.
5. Life only comes from life and reproduces after its own kind. Life does not come from non-living material. Life does not spontaneously generate itself.
6. Mutations, the supposed driving mechanisms of evolution, are random in nature and are neutral or harmful. They do not accumulate beneficially. Mutations produce the wrong kind of change and will not provide for the upward progressive increase in intelligence or complexity required by evolutionists.
7. We observe stasis, not change, in nature. Extinction is a proof of creation. We do not find change in the fossil record nor can we measure it in the present. Animal and plant kinds that exist today retain the same appearance but are smaller in size than their known predecessors.
8. The fossil layers are not found in the ground in the nice neat clean order that evolutionists illustrate them to be in their textbooks. There is not one place on the surface of the earth where you may dig straight down and pass through the fossil layers in the order shown in the textbooks. The neat order of one layer upon another does not exist in nature. The fossil bearing layers are actually found out of order, upside down (backwards according to evolutionary theory), missing (from where evolutionists would expect them to be) or interlaced ("younger" and "older" layers found in repeating sequences). "Out of place" fossils are the rule and not the exception throughout the fossil record.
9. Polystrate fossils, fossils which penetrate two or more layers of the fossil record (most often trees), are common throughout the fossil record. In rare cases even large animal skeletons have been found in vertical position rather than in a horizontal position.
10. Life forms are found to be complex even in the "oldest" layers of the fossil record. For example, various species of Trilobites are found to have very sophisticated eyesight. Yet evolutionists say that these creatures supposedly evolved into existence when the first multiple celled life forms began to evolve some 620 million supposed years ago.
11. Nature does not provide us with the proof for the "Tree of Life" so glibly talked about by evolutionists. We do not find life starting as simple and then branching upward and outward as it becomes more and more complex. We do not find that life forms follow the pattern of a single tree trunk with many branches. The physical evidence provided by nature gives a picture of an extremely large orchard with all plant and animal types represented from the beginning with their own individual trunks and branches producing the variations within kinds that we have today, but no new kinds progressing from previous kinds.
12. There are no transitional forms found in the fossil record. In spite of all the reports people may have heard, we have never found the fossil of a plant or an animal which is a true intermediate form. The "missing links" are missing because they are missing.
13. Be wary of artists renderings. An artists depiction, conception or illustration is imaginary. Simply because we see an artists illustration of a cow becoming a whale doesn't make it so. Human desire and imagination are not evidence.
14. Ancient man was not primitive. Ancient human cultures had more complex languages than we do today. The engineering feats of the past cultures are well recognized and in some cases have not been duplicated in modern times. There never was a Stone Age, Bronze Age or Iron Age. Man has used stone, bronze and iron tools in all ages of past human activity. Indeed, there is nothing new under the sun.
The observed Laws of Science contradict the various theories of evolution.
15. The law of Cause and Effect not only describes that for every effect there must have been a cause, it also tells us that the cause must be greater than the effect. No one can create anything greater than themselves. You do not get an increase in intelligence or complexity without the input from a greater intelligence.
16. The First and Second Laws of Thermodynamics work contrary to evolutionary belief. The First Law of Thermodynamics (The Law of Energy Conservation) proves that the universe cannot be the reason for its own existence. According to the First Law the universe cannot have been anything less than it is, and if it cannot have been anything less than it is, it had to come into existence whole and complete. If the universe came into existence whole and complete, then it had to be created. Simply adding energy to a system will not cause an increase in intelligence or complexity. The addition of undirected energy to a system accomplishes nothing, except possibly for the destruction of that system.
The Second Law of Thermodynamics (The Law of Entropy) proves that evolution cannot happen. The Second Law stipulates (a poor attempt by scientists to describe The Curse of Genesis Chapter 3 and Revelation) that in all activities some of the energy becomes unavailable for further useful work. The universe is running down, not up.
17. The concept of a "Big Bang" producing the universe is absolutely illogical. Explosions do not produce ever increasing order and structure. Explosions produce disorder and chaos. Explosions break things down or destroy what was previously ordered.
18. There is no substantiated method in nature which would allow stars to be "born." The Gas Laws prove that the pressure of hot gases expanding outward from a center is far greater than the gravitational force drawing them towards a center. Stars could not evolve into existence.
19. The Law of Biogenesis (the Law of Life Beginnings) accurately states that life only comes from life, and that life only reproduces after its own kind. Life cannot spontaneously generate and life forms do not change from one kind into another kind.
20. The input of undirected energy accomplishes nothing. The input of undirected energy will destroy a system, not build it up. Only the input from a greater intelligence will cause a beneficial increase in order and/or complexity.
21. Not only must there be the input from a greater intelligence in order to produce an increase in complexity and/or intelligence, that intelligence must have a preconceived plan of action. No master craftsman would start to build without first having a plan, a blueprint.
22. In order for evolution to be true atoms must form useful molecules such as enzymes, amino acids and proteins by random chance. It is mathematically impossible for these molecules, much less the far larger DNA molecule, to form by random action in nature. It cannot happen!
23. Natural selection and survival of the fittest are supposed to be the driving forces of progressive upward evolution. There are no selective benefits for a supposed transitional form. There would be no advantage for a creature to have a half-evolved eye or a half-evolved wing. Indeed, the existence of such structures would be detrimental and serve only to eliminate, not perpetuate, such disfigured organisms from a given population.
24. The presumed intermediates required by evolution do not exist. The missing links are missing because they are missing. Reptilian scales do not/cannot become feathers. These structures originate from different cells within the skin tissue. Reptilian lungs do not/cannot change to become avian (bird) lungs. Air flows in and out of reptilian lungs just as in humans. Bird lungs have a flow through design.
25. Living organisms are incredibly complex and have specific design features. In order to make this point please consider the following partial list: woodpecker tongue, Bombardier Beetle chemistry, insect metamorphosis, Giraffe heart and arterial system, Gecko feet and human eyes (or human brains for that matter).
26. Single-celled organisms such as bacteria, amoeba and algae have the same degree of complexity within them that multiple-celled organisms have within them. Single-celled organisms have a skeleton, respiratory system, digestion and elimination systems, circulatory system, reproductive system, command and communication system.
27. Life forms are irreducibly complex. To code for RNA production within a cell you must already have whole and complete DNA. To make DNA you must already have whole and complete RNA. In addition, it requires about 70 proteins to fabricate a DNA molecule, but you must have whole and complete DNA to fabricate those proteins.
28. When we see design we know that there is/was a designer. The human mind intrinsically knows the difference between randomness and design. When we see a plastic hair comb, one of the simplest structures ever designed and consisting of only one part, we know that it was designed and made through intelligent effort. A plastic hair comb does not come into existence by random chance.
If we see three stones sitting on the bottom of a clear stream we know that they got there by the random action of the water current. If we see the same three stones piled up one on top of the other sitting on the bank of that stream we know that an outside intelligence placed them there.
We see design throughout nature. For good health blood must clot when it gets outside the body, but must not clot inside the body. In addition, it must stop clotting and not continue to clot once exposed to the outside. The molecular motors which turn the cilia of cells look exactly like little electric motors complete with bearings, shaft and housing. Our bodies must make decisions to accept or reject foreign substances or our immunological system does not work. Our bodies must also manufacture effective countermeasures without killing us at the same time.
29. Charles Darwin stated that the existence of vestigial and retrogressive organs and structures in the human body were essential proofs of evolution. It has now been determined that there are NO vestigial or retrogressive organs or structures in a human body!
30. Evolutionary theories remain incapable of explaining the existence of sex, symbiosis or altruism.
I reiterate that the solution to evolution is education! If we teach the true facts of science and teach our people to think critically they will never believe the Just So Stories of the evolutionists.
Besides, what is so dangerous about the facts that support creation?
A belief in creation destroys the works of the Devil!
That is what is so important about it and why evolutionists cling to their faith position concerning it. Evolution is a religion of conveniences. The acceptance of evolution is the only way in which people may mentally justify that there is no God. The acceptance of evolution is the only way in which they may mentally justify that they may lead a sinless life with Jesus Christ. The Bible declares that this is manifest delusion.