Question the Textbooks: Tips for Students

Defending Creation:

One of the major challenges to the Bible today is the claim that it is inaccurate in its account of creation.  Of course, the doctrine of creation is foundational to the rest of the Bible: if the Bible can’t be trusted in matters of history, why should we trust it in anything else?

Because Christian students in public education will be taught an account of origins that directly contradicts the Bible, and because the creation-evolution debate has long been a major interest of mine, I hope to present a series of tips to help Christian students defend their faith when they leave MCS and enroll in public high schools. 

The good news: the evidence for evolution presented in textbooks is extremely weak. With a little thought, students should have no problem coming up with incisive questions. 

The bad news: textbooks are very carefully – sometimes sneakily – worded.  Chapters can be written in a way that makes it difficult even to pick out the arguments, let alone question them.  If you find the sections on evolution confusing, don’t worry.  The problem is almost certainly not with you!

Tip # 1: Always keep in mind that the evidence doesn’t speak for itself.   It is interpreted within a framework. Evolutionist teachers and fellow students may not understand that it is not a case of "their evidence against yours,” but rather a case of two different interpretations of the same evidence. It is often instructive to pick an example of evidence for evolution, show how it also makes perfect sense in a creationist worldview, and then ask why this is considered evidence for evolution, since it could just as well be evidence for creation.  

Case Study: Homologous Features

Different kinds of creatures share similar features or structures (such as a five-fingered hand/paw/claw or the same genetic code).  This is claimed to prove that these creatures had a common ancestor.  However, it is easy to find real-life examples of situations where different items have structures in common not because they evolved but because they had a common designer.  A car, a truck, a school bus, a front-end loader, a locomotive, and an airplane all share some features in common (wheels, a gasoline-powered motor, the same symbols used on their blueprints, etc.).  If a person was so inclined, he or she could construct a convincing-sounding theory about how these vehicles "evolved” from each other…even though these vehicles were all specially created, not evolved. After all, any wise designer would reuse a part or component that works well.  One would expect to see homologies (similar structures) regardless of whether creation or evolution was true.

Extra Credit: You will be much more likely to influence a teacher or a fellow student if you are polite, kind, and friendly than if you are aggressive and hostile. Remember that a good Christian witness involves a lot more than stumping the teacher!  Strive to earn the teacher’s respect (and show some respect to the teacher) by working hard, obeying instructions, and finishing assignments on time.  After all, you don’t want to propagate the stereotype that only the ignorant and the uninformed reject evolution.

See also:

http://creation.com/are-look-alikes-related

http://creation.com/does-homology-provide-evidence-of-evolutionary-naturalism

http://creation.com/evolutionist-its-ok-to-deceive-students-to-believe-evolution

http://creation.com/creation-wheres-the-proof

 

Written by Beth Gardner who teaches Science, Mathematics and other subjects at MCS. She is passionate about Creationism and arming students with truth to defend their faith. 

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