As Mayer (1978) points out, "In most American schoolbooks the word evolution simply disappeared." Many times this was done as a mere camouflage maneuver, evolution still being taught under different names like "change through time" or "heredity." But at other times it was done in an apparent recognition of defeat.
As Bette Chambers (1977) noted when president of the American Humanist Association, "Years ago we were made painfully aware that this intricate and beautiful principle of modern biology is taught almost nowhere without extensive apologetics or having first been filtered through a sieve of nervous religious disclaimers." She was describing the case of her own daughter who, in 1965, had come home angrily from junior high school after seeing a Moody Bible Institute nature film in her science class.
"Must I believe that the spider makes the web perfectly the very first time she tries because God has `programmed' her brain like a computer?" she cried.
So, even though the legislative track record of creationists was poor, they had an impressive long-term success in convincing teachers and publishers to soft-pedal evolution (Cowen, 1979).
And by the time that fails, the school officials are so intimidated they begin to wish they had never even heard of evolution.
Still, however, the creationists have one more legal gambit up their sleeves.
At appropriate levels, where it is understood, we do teach simple genetics, but we in no way get into the question of the evolution of man."
We can now see the entire creationist legal program in all its glory.
Jonathan Wells received two Ph.D.’s, one in molecular and cell biology from the University of California, Berkeley, and one in religious studies from Yale University. He has worked as a postdoctoral research biologist at the University of California, Berkeley, and has taught biology at California State University, Hayward. Wells is also the author of Icons of Evolution: Science or Myth? Why Much of What We Teach About Evolution Is Wrong (Regnery Publishing, 2000).
Yesterday I was asked by the Huffington Post to take part in an online discussion on the topic, “Should Creationism be Taught in Schools” alongside of Evolution. They wanted me because of my well-known role in the 2006 Oscar nominated documentary film Jesus Camp. They knew I teach children about creationism and the Christian faith.
Basically, it was a good, healthy discussion, and although I was the only true believer in young-earth, 6-day creationism on the panel, I was treated with respect. Josh, the host, was trying to find a nice way, however, as an evolutionist, to tell me, and you, my fellow Christians, we are from the dark ages. He was amusing in his predisposition on the matter. The expected conclusion to the discussion, of course, was that Creationism has no place in the classroom, that parents have a right to teach their children whatever they want, but to realize that religion is myth and science is real.
There’s also no point in trying to argue the stated purpose of the show, i.e. whether kids should be taught creationism in schools. Though I was ready to go toe-to-toe over the issue of “brainwashing” and “indoctrinating” children with God and the Bible, that subject never actually came up.
I must admit, as a strong committed Christian young person who went to public school, I found it very difficult to balance my faith about creation and God with what I was being taught in school about evolution. I clearly remember when the preachers in our denomination suddenly began talking about the “gap theory.” This was a new school of thought in which they claimed, there’s room between Genesis 1:1 and 1:2 for us to place evolution in the Bible, even though the Bible never at any point ever even alludes to such a viewpoint. This was the belief that after God created the heavens and the earth initially, He then allowed evolution to take its course to do the rest. We Christians all sort of sighed a sigh of relief, that we could somehow now dignify our faith without denying “science” and we went on our merry way. I held that belief well into my adult years.
It was only after I became an “official” Bible teacher of children, doing my best to “rightly divide the Word of truth (2 Timothy 2:25) and teach them the uncompromising Word of God that I ran into the issue of creationism once again. My purpose was to build confidence and trust in our children that, above all else, God’s word can be trusted. If it cannot, then we as Christians are on shaky ground. It has been shown through research that this is the we have ever had in America, and no doubt the world. I wanted to do my part to turn that around.
My challenge is this: if we, and our children, as born-again Christians, cannot believe the Genesis account of creation, what else in the Bible must we doubt? If we cannot believe there was a real Adam and a real Eve, how can we believe that God actually sent to His son down from heaven to become a real man and die on a real cross, and that our hope of salvation is real? Either the entire word of God is true, or none of it is true. To mix views of evolution and biblical creationism is syncretism and it has no place in the life of a believer.
When they teach Evolution in school. Why are not Darwin’s quotes about his theory not in the public schools textbooks? Or why not read Darwin’s theory in the class by his own words? I never seen Darwin’s book at school yet you want to be scienific. Why not offer the book that started the theory itself. That is because even Darwin talked about God. And I think many of his teaching was twisted around. For example rabbits do have thicker fur in winter to adapt to the harsh winter. Human’s that live in cold weather can stand the cold better but, that do not mean that they become something else. Each generation does change but, they are still human. If you are going to teach a theory state it as a theory and not teach it as a fact. Let the students decide what they want to believe. Don’t force to down as a fact. Darwin taught a theory He did not know all the answers of the universe so treat it as such.