People who learn about the case for creation and the adverse and far-reaching consequences of evolutionism frequently ask, "What can I do?" Some people incorrectly feel this is merely a scientific issue that must be left to others. Actually, each of you, with your unique circumstances, interests, and abilities, can do something to help expose these evolutionary myths. Here are seven possibilities.
Understand the Problem.
Evolutionary theories and interpretations are usually taught as if they were facts. Teachers, textbooks, and the media frequently convey the attitude that evolution is the only scientific and intellectually respectable view of origins. Students are implicitly presented with a choice, a false dichotomy—"Are you going to hold a narrow-minded religious belief, or are you going to accept a scientific explanation?" Evolutionism is thus protected from competent criticism, and students are kept ignorant of its many shortcomings. Valid scientific explanations are ignored, while the accuracy and authority of the Bible are undermined. Students who were taught in this manner are now teachers, professors, publishers, and textbook writers. Their position, prestige, and income are threatened by the creation movement, so they choose to ignore the scientific evidence opposing evolution and supporting creation.
Learn More, and Teach Others.
Tell your friends what you have learned. Encourage them to learn more about the creation-evolution issue on their own. Many excellent books are available—some at your local libraries and book stores. Learn more yourself. This will help you be more effective in talking with your friends.
Talk to Educators.
Talk or write to the teachers, school officials, and school-board members in your community. Ask them such questions as: Are you aware of the many fallacies concerning the theory of evolution that we have all been taught? Are you teaching the scientific evidence that points to creation? Why not teach all the science? Are you aware that the great majority of the American public want both evolution and creation taught? Are you aware that more than 85% of the public do not want only evolution taught?
Our message to educators should be:
Teach all the science at the appropriate grade level.
Teach students to think critically: to examine evidence, to test alternative hypotheses, to question, to identify hidden assumptions, to think accurately, and to reach their own conclusions.
Teachers should become technically up to date and learn the evidence concerning origins.
Teachers have a serious responsibility for the accuracy of what they say in their classrooms, especially about the subject of origins.
Many educators mistakenly believe that most scientific creationists want to legislate their views into the classroom. Assure teachers and professors that most scientists who are creationists do not advocate legislation that would force certain views to be taught. Even if every legislature in the country required teachers to present both creation and evolution, the hostility and ridicule that would accompany such forced teaching of creation would be very damaging. The scientific evidence for creation is so strong that education and persuasion are by far the more effective and lasting approach.
Explain to friends and educators that most creationists are advocating the following:
No religious doctrines or writings should be taught or ridiculed in the public schools.
All the major scientific evidence dealing with origins should be brought out at the appropriate grade levels.
When a theory of origins is presented, any reasonable opposing evidence should also be presented.
Propose the Origins Research Project.
Encourage science teachers and professors, as well as members of boards of education and boards of trustees, to add an Origins Research Project to their curriculum. Such a project, in which each student decides which theory of origins he or she feels is best supported by the scientific evidence, could be one of the most interesting, maturing, and valuable projects that the students ever experience. The project is appropriate at the high school, college, and graduate school level, can be tailored in many ways to fit a variety of school or classroom situations, requires no special teacher training, involves very little cost, favors no theory of origins, is not restricted to just two models (creation and evolution), focuses only on scientific evidence, completely removes any concern about bringing religion into public schools, involves only a moderate amount of classroom time, and includes a variety of materials from which the instructor can choose.
Encourage knowledgeable evolutionists to enter either written or oral debates on this question of origins. If they decline, make a point of asking, "Why won't evolutionists debate the scientific evidence?" Do not argue with such evolutionists unless you are confident that you are familiar with the evidence. If you are not, refer these evolutionists to those who are.
Expose Theistic Evolution.
Speak to your pastor, minister, priest, or rabbi. Show him (or her) that the scientific evidence is consistent with the biblical account of creation and the worldwide flood of Noah's Day. If he is not already aware of it, tell him that evolutionists are reluctant to debate this issue on a scientific basis. Then acquaint him with the many problems associated with theistic evolution and the subtle means by which the Bible has been falsely discredited because of evolutionism. Encourage leaders in your church to invite outside speakers to address this subject. Ask your church leaders to add creation books and audiovisual materials to your church library.
Inform the Media.
Write letters to television stations and newspaper and magazine editors. Compliment them whenever they provide accurate and balanced coverage of the creation-evolution issue. Provide polite and reasoned criticisms when they assume evolution to be a fact or when they avoid the scientific evidence. In the case of television, send a copy of your letter to the program's advertisers. Inform the advertisers and media officials of the public's positions on the issue of origins.
Remember, the battle is not against evolutionists. The battle is against evolutionism. Evolutionists are victims. Pray for teachers. Pray also that those in the creation movement will keep their eyes on Christ and not themselves or their individual battles. Consider what you can do. Each of you is needed in the work of spreading the truth concerning creation. A reminder:
. . . sanctify Christ
as Lord in your hearts, always being ready to make a defense to everyone
who asks you to give an account for the hope that is in you, yet with gentleness
References and Notes
Many organizations have surveyed public attitudes on the teaching of origins. The results are remarkably consistent, regardless of whether creationist, evolutionist, or some other organization conducted the survey. Typically, responses are as follows:
5% I would like only evolution taught.
15% I would like only creation taught.
70% I would like both creation and evolution taught.
10% No opinion, or teach neither.
Gallup has conducted three polls of the beliefs in the United States concerning origins. People were given four choices:
The Creation Position: God created man pretty much in his present form at one time within the last 10,000 years.
The Theistic Evolution Position: Man has developed over millions of years from less advanced forms of life, but God guided this process, including man's creation.
The Atheistic Evolution Position: Man has developed over millions of years from less advanced forms of life. No God participated in this process.
Table 9: Gallup Poll Results
Notice how few people are atheistic evolutionists, and yet this position dominates our schools and media. It is noteworthy that despite the monopolistic teaching of evolution, so many are creationists. Some will incorrectly claim that almost all scientists believe in evolution. In this regard, the only survey of scientists of which this author is aware, involved chemists. Less than half (48.3%) said that "it was possible that humans evolved in a continuous chain of development from simple elements in a primordial soup." A slight majority (51.7%) said that "supernatural intervention played a role." Murray Saffran, "Why Scientists Shouldn't Cast Stones," The Scientist , 5 September 1988, p. 11.