Bronzesnake
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« Reply #1 on: April 19, 2006, 11:12:40 AM » |
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You write about being taught as a student evidence for evolution that actually wasn't true. Can you talk about some of those myths that are often taught?
I walked away from my education in science convinced of the truth of Darwinism based on different facts than I had been taught at the time. I learned everything ranging from the famous origin-of-life experiment back in the 1950s that supposedly recreated the atmosphere of the early Earth and shot electricity through it to create amino acids; to the side-by-side comparisons of the different fetuses that Ernst Haeckel drew back in the 1800s, which everybody now knows are frauds; and Darwin's tree of life, which is this idea that there's a common ancestor and that neo-Darwinism can account for all of the flowering branches of different species of animals through time.
When I look at all of that and begin to examine each one of those case by case, and critically analyze whether or not neo-Darwinism really does explain this stuff, I walk away with great skepticism.
If you define evolution as change over time, everybody agrees there's been evolution. The question is, what about the grandest claims of neo-Darwinism, that a common ancestor and natural selection acting on random variation over eons of time can account for all this diversity of life? Those grandest claims don't withstand scrutiny.
We look at the Cambrian explosion, the sudden appearance of virtually all of the phyla of the animal kingdom with no predecessors. That flies in the face of neo-Darwinism.
You start your book with a scene with you as a young reporter. You're sent to West Virginia, where a bunch of religious townspeople are protesting the teaching of evolution in their textbooks. I was wondering if you thought that some of the things going on in public schools today would be similar to that.
If you look at public opinion polls, the public at large is generally skeptical about Darwinism. It just doesn't ring true to a lot of people. There's an underlying widespread skepticism that neo-Darwinism could explain the diversity of life.
I take a different approach to that than some people do. I want more evolution to be taught, not less. What I mean by that is, right now, students are only getting one side of the coin. They're only getting a cursory overview of what neo-Darwinism is and being told some facts that some people believe support it. I want them to hear more about it. I want them to hear the evidence that challenges neo-Darwinism. I want students to be able to critically think about whether or not this makes sense. I want them to be free to follow the evidence wherever it points. That, to me, is academic freedom, that they should be able to pursue the evidence.
I'm not saying that Intelligent Design ought to be taught in public schools. I am saying that kids ought to be open to possibilities and pursue the evidence wherever it points, including in that direction.
When journalists cover the teaching of Intelligent Design in public schools, they do a quick summary of Intelligent Design by saying it's the idea that life is so complex it must have had some sort of designer. Does that do justice to the theory?
It really doesn't, because mere complexity is not the issue. There are complex things that don't point toward Intelligent Design, things like salt crystals. What that leaves out is the cosmological evidence for a beginning of the universe that begs the existence of a creator. It leaves out the fine-tuning of the universe, which looks at the way in which the universe is finely tuned to allow for life. It leaves out the biological information segment. It isn't just that life is complex; it is that life has information. It's not just raw complexity. It's a message that we find in biological information such as DNA.
If you walk down the beach and you see ripples in the sand, it's logical to say that's a complex arrangement of the sand that the waves produced. But if you walk down the beach and you see "John Loves Mary" and a big heart around it and an arrow through it, you wouldn't think the waves produced it. It's information with content. The biological information of a living organism is biological information. Nature can't produce that. It takes intelligence to produce information. Whenever we see a novel or a cave painting or data on a computer, we know there's an intelligence behind it. When we look at the four-letter chemical alphabet of DNA and how it spells out the precise assembly instructions for every protein out of which our body is built, to me that points in the direction of an intelligence behind it. It isn't just complexity.
How can Intelligent Design get past the creationist label?
It's always the Darwinists who bring that up. I've done this on my TV show, Faith Under Fire, where we'll have a debate between someone who is convinced of Intelligent Design versus a Darwinist. The Intelligent Design person brings up scientific data and arguments based on scientific evidence to support his or her beliefs. And then it goes to the other side, and that person is immediately accused of injecting faith and injecting religion and trying to be a subterfuge to teach the Bible in schools.
Well, time out here, who's bringing up religion? I didn't hear the Intelligent Design advocate bring up religion. It's being brought up by the other side. It's an ad hominem argument that Darwinists use to throw sand in people's eyes to suggest that this is just biblical creationism in another disguise. What I'd like to see is the debate centered on the evidence and the data. Why are people so afraid of evidence that happens to point toward an affirmation of what the vast majority of people on the Earth believe in the first place?
"This article first appeared in (insert date) issue of Christianity Today. Used by permission of Christianity Today International, Carol Stream, IL 60188."
John
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