We previously published tips for students to help them defend their faith and confront the false teaching of evolution. The previous tips dealt with homologous features, the fossil record, and radiometric dating. Here are additional tips:
Tip # 4: Pay careful attention during the units on genetics. You can use all that material very effectively to question evolution!
Case Study: Natural Selection
Textbooks often present the concept of natural selection as if it is exactly the same thing as evolution, which can sound convincing but is actually quite deceptive. It is easy to see the tremendous variety that can arise from one original kind of creature (just look at all the different breeds of dogs, for example). A common argument for evolution is to document changes that are known to occur in animal groups, and then claim that these changes will continue indefinitely, eventually forming entirely new kinds of creatures. After all, according to evolution, every living thing is the result of slow, gradual improvements to an original single-celled creature.
The big problem with this argument, though, is that the examples of changes that are seen today are example of creatures losing or, at best, reshuffling genetic information. In order to change, say, a monkey into a human, the creature would have to gain lots of totally new genetic information. Natural selection can’t possibly accomplish this, because it can only work with what is there. It can’t create anything new. Evolutionists might reply that mutations (accidental changes to DNA) could create new information and that natural selection could work with that, but the reality is that mutations destroy information, not create it. (Just imagine if the letters in this paragraph were randomly replaced with others – would the result have more information, or less?) Cornell University professor and distinguished researcher John Sanford has documented that the human genome deteriorates by at least 100 “letters” (on average) per person per generation. Our DNA is getting worse and worse and natural selection can’t even stop it, let alone reverse the process to make it better and better.
Incidentally, the fact that DNA is gradually getting worse and worse, that creatures are slowly losing genetic information, is very consistent with the Biblical view: that all things were created perfect but because of sin are now wearing out.
This is a topic that’s well worth some extra research – the numbers here are strongly in favour of the Biblical view. The book Genetic Entropy by Dr. John Sanford (http://castore.creation.com/catalog/genetic-entropy-p-2396.html?osCsid=6hkqjpshuvco63kor49ud4sjr2) would be a great resource for an upper-grade or university science student. But even without that, “proofs” of evolution involving examples of natural selection can be exposed as nothing of the kind through the use of effective questions.
Tip # 5: Remember that you will probably have to educate your audience. This can be difficult in a classroom as class time is limited. Teachers need to cover a certain amount of material in a semester and so may not be willing to devote much class time to trying to understand an opposing point of view. This means that the more prepared you are, the better. The more clearly and concisely you can make your point, the more effective it will be.
Case Study: Origin of Life
Posted by lmercer @