PLEASE VOTE FOR HOUSE BILL 4946 (AND 5005)
HB 4946 is a measure that will help erase an inequity that has existed in the public school system for many years. Although polls of the American public have consistently shown that only 9 - 11% of the population believe that life originated on this earth by naturalistic means without the assistance of God, that is the only point of view that is taught in the public school. In addition, 44 – 47% prefer a more strict biblical view of origins. This flies in the face of the lie of evolutionists, who say, “there is no scientific controversy on origins.” HB 4946 finally acknowledges the fact that a vast majority of people disagrees with the policy of teaching science in a manner that disavows all knowledge of a creator. The bill reflects the desire of the people of Michigan that their children should be exposed to all sides of this issue.
Evolutionists believe evolution is a hard science, but since it deals with origins and events that have occurred in the past, the best that can be done is to build a model that appears to fit the scientific evidence that appears in the present. This model is indeed “unproved” and cannot be proved, since the time needed for observation far exceeds that of anyone’s lifetime. All models of origins, whether evolutionary or intelligent design, rely upon forensic science to provide clues about the past. The vast majority of this evidence fits the intelligent design model just as well, if not better than, the evolutionary model. But now, our children do not have the opportunity to learn models that explain the existence of life if these models include a reference to a creator, though these models have been maturing and gaining in acceptance among scientists for decades.
In addition, school textbooks are continuing to present evolutionary ideas and concepts that have been disproved for many years. A bill in the Arkansas legislature targeted such teaching for elimination from the textbooks, and put evolutionists in the awkward position of having to defend teaching of obsolete information, much of which has provided the mainstay of support for their theory in the past. Schools need to acknowledge that intelligent design theories exist and many people find them reasonable and scientific. Intelligent design theory will help bring students up to date in current scientific thinking.
EVOLUTION AS RELIGIOUS PHILOSOPHY
The State of Michigan needs to recognize the religious side of evolutionary philosophy, and that when you deal with questions of origins, it always involves the question of whether God was involved. If you frequent evolutionary web sites, it is quite evident that hatred of God and religion comes to the forefront, and for those who are atheists, evolution is their means of proselytizing. If an evolutionist tells you that you can believe in God and evolution at the same time, ask them what their own relationship to God is like and you are likely to find out that church is unimportant to them. The adoption of a strictly evolutionary curriculum without letting students know that there are viable answers offends the faith of young children who are unwilling or unable to challenge teachers who are often the main authority figures in their lives.
We believe that in teaching only one theory that public schools are essentially violating the first amendment rights of Christians. The first amendment, in its entirety, says,
“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.”
In the case of schools, courts have pushed the establishment clause to an extreme where it hinders free exercise. The role of religion is recognized as important and vital within many government entities. In the military, a system is worked out where chaplains of various faiths are assigned to different duty stations. Why do we insist on a public school system that is essentially sterile of any mention of God? In doing this, we tread on the rights of people of faith, who believe that education is meaningless without the spiritual dimension.
TEACHING OF EVOLUTION IS NOT BANNED
Bill 4946 is correct in that it does not ban the teaching of evolution, but it opens for discussion other faith-based models. This bill ends the intimidation placed upon science teachers who have been told to teach evolution exclusively regardless of their personal beliefs. Teachers should be prepared to teach all sides of the issue, and they should be able to express their own personal opinions, qualifying that there is much room for discussion and that there is no state-mandated point of view.
Currently there is only one official point of view taught, and that is the mechanistic point of view held by only 9 – 11% of the population. This is unfair. We believe it is unconstitutional and needs to be changed.
DISCUSSION SHOULD OCCUR IN SCIENCE CLASSROOMS
We believe that the proper place for the discussion of intelligent design is in the science classroom, where laboratory facilities are available, and where it can be placed in juxtaposition to evolutionary theories. Evolutionists argue that the proper place for intelligent design theory to be taught is in comparative religion classes or social science. We disagree. If evolutionary theory is taught in science class, so should intelligent design. Science is not an all-knowing elitist methodology that should be immune from critical analysis.
HOUSE BILL 5005
House bill 5005 compliments house bill 4946 by ending discrimination against teachers who present intelligent design theory to their class. We have a long list of professors, teachers, and students who have been denied tenure, demoted, graded down, refused publication, or otherwise intimidated because they have been outspoken in this issue. This is discrimination on the basis of religious belief, and should be unlawful.
References:
The Massachusetts Constitution: A Model
For Public Education From the Hand of John Adams
Evolution in the Public Schools by Curt Sewell
Creation vs. Evolution: The Battle of Two Religions by Curt Sewell
Polls Show Increasing Belief in Creation by Eric Blievernicht
Analysis of "Teaching About Evolution and the Nature of Science" by Judi Hahn
Censorship of Information on Origins by Jerry Bergman
The Principles of Science by Curt Sewell
Atheism and Nihilism in Public Schools by John Woodmorappe
Deceptions in Science by Curt Sewell
No Science Apart from Christ by Daniel Graves
Darwinian Fundamentalism by Eric Blievernicht
Obsolete Superstitions by Doug Sharp
The Revolution Against Evolution