CREATION BITS
Index

Author: Curt Sewell
Subject: Creation Overviews
Date: 11/8/1999

INTRODUCTION TO THIS “CREATION BITS” SERIES

Creation Bits are prepared for use by Home Schoolers, Sunday School teachers, Youth Group leaders, and others interested in teaching the Christian perspectives in the Creation-vs.-Evolution controversy. Each sheet discusses a separate aspect of the question, and is complete on one sheet of paper. Some Bits are written from a Biblical basis, and directed to Bible-believers. Others discuss various pieces of scientific evidence that tend to show that God’s miraculous 6-day creation is a better explanation for our world and its inhabitants than is the materialistic evolution-based story that’s commonly taught in public schools.

That teaching, by asserting the absolute truth of a materialistic origin, downplays the Bible to a set of legends, and denies the existence of a God who can intervene in the affairs of this world. It’s the primary cause of young people’s “losing their religion” when they go to secular schools and colleges.

          This was begun in September, 1995. My intention is to make this a continuing series.

 Curt Sewell, latest revision, August 1999

Curt Sewell is the author of God at Ground Zero which is his account of his participation in the Manhattan Project.

Index of “Creation Bits”

No. 1 — Why Learn About Creation vs. Evolution Controversy?
No. 2 — Creation and Evolution — Difference?
No. 3 — Evolution in the Public Schools: What Parents Should Know
No. 4 — Arguments Favoring Creation — Part 1
No. 5 — The Cambrian Explosion: Strong Argument Favoring Creation
No. 6 — Arguments Against Evolution — Part 1
No. 7 — Radiogenic Dating and Circular Logic
No. 8 — Why Pentadactyl Tetrapods?
No. 9 — Scripture Argues Against Compromise
No. 10 — Authorship and Reliability of Genesis
No. 11 — What About the Dinosaurs?
No. 12 — Uniformitarianism and Geologic Column
No. 13 — Life — God’s Creation, or Abiogenesis?
No. 14 — Rocks of the Grand Canyon
No. 15 — Formation of Grand Canyon (Part 1)
No. 16 — Formation of Grand Canyon (Part 2)
No. 17 — Growth Rates of Populations
No. 18 — How Did Human Races Develop?
No. 19 — Origin of First Birds
No. 20 — Bible-Believing Creationist Scientists
No. 21 — The “Principles of Science”
No. 22 — The Great Flood of Noah
No. 23 — C-14 and the Age of the Earth
No. 24 — Evolution (?) of the Horse
No. 25 — Battle of Two Religions
No. 26 — Deceptions of Science

These are not intended as full-scale articles, completely explaining any of the subjects. However, I think they have enough information to introduce the subjects sufficiently to satisfy the intended use, while still having each subject contained on one sheet of paper. My intention is that these sheets are for use primarily in three ways:

1) For parents, church youth leaders, teachers in Christian schools, and home-schoolers to

become familiar with the fundamentals of creationism. A main objective is that they should

become aware that this is more than a simple conflict between science and religion, or

between two ways of interpreting the Bible. This is the “tip of the iceberg” in the age-old

conflict between God and Satan — the conflict between theism and atheistic materialism.

At this time Satan seems to be winning, at least within the public school systems and the

popular media, and even in many older main-line churches.

2) For parents, youth leaders, and teachers to use as teaching aids in teaching their children

and other classes that God’s miraculous creation (in 6 days, less than 10,000 years ago)

is a more reasonable solution, in both religious and scientific terms, than is the commonly

taught theory of materialistic evolution. The Great Flood of Noah is an important part of

creationism. It explains the physical evidences (fossil record, etc.)

3) For direct use as handouts to give to their children and students in such classes, or in personal

one-on-one conversations.

I suggest that teachers should first pray for the Holy Spirit’s guidance, then read this entire set of Creation Bits, and see the relationships between the different sheets. Individual classes should probably cover no more than one sheet at a time. However, in each class there will probably be opportunities for the teacher to refer to some of the information in other sheets, to handle questions that may arise.

Since many students have relatively short attention spans, students should usually not be assigned more than one sheet at a time, except for those students who express strong interest in the subject.

In cases where the teacher and students are already in a religious atmosphere (church youth groups, etc.) the true religious nature of this overall conflict between God and Satan should be made clear. Many students (and adults) tend to brush this subject off, saying, “Well, I’m not interested in science; why should I bother about learning it? Let the scientists do their own thing, and I’ll stay with the religious side. I don’t see that it makes that much difference just how God did His creating, or how long it took.”

This is a dangerous attitude, because it’s conceding the battle without knowledge of what’s involved. If we carelessly concede, we’re saying that the truth of the Bible (God’s instruction book for mankind) is not correct; then it’s up to each individual to decide for himself what part is true and what can be discarded. That usually ends up as thinking of the entire Bible as a man-made book, a myth, which has no real authority.