On Aug. 30, a column written by Charles C. Haynes, entitled, "Schools can't teach religion as science, even in the Bible Belt" appeared in The DNJ. In his column, Mr. Haynes points out that American public school students place 23rd in scientific literacy when compared to 34 other developed nations.
A strong case can be made that one reason for this poor showing is that we teach evolution as science. Webster's dictionary defines science as, "Knowledge covering general truths or the operation of general laws, especially as obtained and tested through scientific method." Macro evolution, whereby one species evolves into another, falls short of this definition. Evolution cannot be considered a general truth because it cannot be experimentally tested or proven by using scientific methods. Anyone who doubts this is encouraged to research for themselves the so called 'evidence' for evolution. (The book "Icons of Evolution" by Dr. Jonathan Wells would be an excellent place to start.) The 'evidence' is littered with misinterpretations of data (Miller-Urey) and out-an-out fakes (Haeckel's embryos and the so-called 'peppered moths') are typical examples
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