Sunday, July 29, 2012

Monkey Madness - The Creation/Evolution Debate Rages On (part 1)

At one time, I was really big into Christian apologetics (defending the Christian faith). While I am still interested in some of the arguments out there on all sides, I'm just not as concerned now with the idea of having to "defend" Christianity. Christianity, as a religion, actually may not be all that defensible anyway. At least not anymore than any other religion. Jesus, on the other hand, is still worthy of worship and allegiance. I like Carl Medearis' book, Speaking of Jesus, on this matter.

There is, however, still one topic that has quite a strong hold on me when it comes to defending biblical history. The funny thing is that it is not so much about my desire to defend anything religious or spiritual as much as it is a preoccupation with simply standing for truth. When it comes to learning, people should be entitled to draw their own conclusions when presented with facts objectively. Granted, that rarely happens these days, but we can still fight for it.

So, what is the one topic? It is that hairy, controversial, highly politicized and grossly misrepresented debate of creation vs. evolution. It is hard to say exactly why this topic still matters so much to me. I believe it has something to do with how aggressively and pervasively the unscientific theory of evolution has been pushed on this generation. Personally, as a parent, I am simply hoping for one thing when my daughter enters a science classroom - that they will teach her science!

In our efforts to make a much greater place for the next generation to become free and fruitful, there must be assurance that children and youth will have the freedom and opportunity to explore science and history and other areas in an honest manner.

Along these lines, here is the start of a series of posts related to thoughts about the entire creation vs. evolution debate, how it affects public education, and questions that students may consider asking their teachers in a variety of settings when challenged with particular assumptions.

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