January 4, 2017

If and why by Gary Rose

 

Why NOT? Because you do not wish to believe that life begins with a heartbeat, that's why! Again, why? Preconceived ideas about life prevent you from doing so. In other words, logic goes out the window because you want to believe something illogical. 
Case in point- the Pharisees...
Mark, Chapter 2 (World English Bible)
 1 When he entered again into Capernaum after some days, it was heard that he was in the house.  2 Immediately many were gathered together, so that there was no more room, not even around the door; and he spoke the word to them.  3 Four people came, carrying a paralytic to him.  4 When they could not come near to him for the crowd, they removed the roof where he was. When they had broken it up, they let down the mat that the paralytic was lying on.  5 Jesus, seeing their faith, said to the paralytic, “Son, your sins are forgiven you.” 

  6 But there were some of the scribes sitting there, and reasoning in their hearts,  7 “Why does this man speak blasphemies like that? Who can forgive sins but God alone?” 

  8 Immediately Jesus, perceiving in his spirit that they so reasoned within themselves, said to them, “Why do you reason these things in your hearts? (emp added vs. 8b, GDR)  9  Which is easier, to tell the paralytic, ‘Your sins are forgiven;’ or to say, ‘Arise, and take up your bed, and walk?’   10 But that you may know that the Son of Man has authority on earth to forgive sins” —he said to the paralytic—  11  “I tell you, arise, take up your mat, and go to your house.” 

  12 He arose, and immediately took up the mat, and went out in front of them all; so that they were all amazed, and glorified God, saying, “We never saw anything like this!”
The Pharisees simply could not believe Jesus had the power to forgive sins. Then, Jesus commanded the man to walk - and he did!!! They were amazed and I am certain a few of them believed (but not all).
For many of us, SCIENCE HAS ALL THE ANSWERS, period!! But, science sometimes contradicts itself, as the question the picture raises. For me, I say- If there is a heartbeat, let it beat- you can always name the baby nine months later!!!

Bible Reading January 4 by Gary Rose

Bible Reading January 4 (World English Bible)
Jan. 4
Genesis 4
Gen 4:1 The man knew Eve his wife. She conceived, and gave birth to Cain, and said, "I have gotten a man with Yahweh's help."
Gen 4:2 Again she gave birth, to Cain's brother Abel. Abel was a keeper of sheep, but Cain was a tiller of the ground.
Gen 4:3 As time passed, it happened that Cain brought an offering to Yahweh from the fruit of the ground.
Gen 4:4 Abel also brought some of the firstborn of his flock and of its fat. Yahweh respected Abel and his offering,
Gen 4:5 but he didn't respect Cain and his offering. Cain was very angry, and the expression on his face fell.
Gen 4:6 Yahweh said to Cain, "Why are you angry? Why has the expression of your face fallen?
Gen 4:7 If you do well, will it not be lifted up? If you don't do well, sin crouches at the door. Its desire is for you, but you are to rule over it."
Gen 4:8 Cain said to Abel, his brother, "Let's go into the field." It happened when they were in the field, that Cain rose up against Abel, his brother, and killed him.
Gen 4:9 Yahweh said to Cain, "Where is Abel, your brother?" He said, "I don't know. Am I my brother's keeper?"
Gen 4:10 Yahweh said, "What have you done? The voice of your brother's blood cries to me from the ground.
Gen 4:11 Now you are cursed because of the ground, which has opened its mouth to receive your brother's blood from your hand.
Gen 4:12 From now on, when you till the ground, it won't yield its strength to you. You shall be a fugitive and a wanderer in the earth."
Gen 4:13 Cain said to Yahweh, "My punishment is greater than I can bear.
Gen 4:14 Behold, you have driven me out this day from the surface of the ground. I will be hidden from your face, and I will be a fugitive and a wanderer in the earth. It will happen that whoever finds me will kill me."
Gen 4:15 Yahweh said to him, "Therefore whoever slays Cain, vengeance will be taken on him sevenfold." Yahweh appointed a sign for Cain, lest any finding him should strike him.
Gen 4:16 Cain went out from Yahweh's presence, and lived in the land of Nod, east of Eden.
Gen 4:17 Cain knew his wife. She conceived, and gave birth to Enoch. He built a city, and called the name of the city, after the name of his son, Enoch.
Gen 4:18 To Enoch was born Irad. Irad became the father of Mehujael. Mehujael became the father of Methushael. Methushael became the father of Lamech.
Gen 4:19 Lamech took two wives: the name of the one was Adah, and the name of the other Zillah.
Gen 4:20 Adah gave birth to Jabal, who was the father of those who dwell in tents and have livestock.
Gen 4:21 His brother's name was Jubal, who was the father of all who handle the harp and pipe.
Gen 4:22 Zillah also gave birth to Tubal Cain, the forger of every cutting instrument of brass and iron. Tubal Cain's sister was Naamah.
Gen 4:23 Lamech said to his wives, "Adah and Zillah, hear my voice. You wives of Lamech, listen to my speech, for I have slain a man for wounding me, a young man for bruising me.
Gen 4:24 If Cain will be avenged seven times, truly Lamech seventy-seven times."
Gen 4:25 Adam knew his wife again. She gave birth to a son, and named him Seth, "for God has appointed me another child instead of Abel, for Cain killed him."
Gen 4:26 There was also born a son to Seth, and he named him Enosh. Then men began to call on Yahweh's name. 
 
Jan. 3,4
Matthew 2
Mat 2:1 Now when Jesus was born in Bethlehem of Judea in the days of Herod the king, behold, wise men from the east came to Jerusalem, saying,
Mat 2:2 "Where is he who is born King of the Jews? For we saw his star in the east, and have come to worship him."
Mat 2:3 When Herod the king heard it, he was troubled, and all Jerusalem with him.
Mat 2:4 Gathering together all the chief priests and scribes of the people, he asked them where the Christ would be born.
Mat 2:5 They said to him, "In Bethlehem of Judea, for thus it is written through the prophet,
Mat 2:6 'You Bethlehem, land of Judah, are in no way least among the princes of Judah: for out of you shall come forth a governor, who shall shepherd my people, Israel.' "
Mat 2:7 Then Herod secretly called the wise men, and learned from them exactly what time the star appeared.
Mat 2:8 He sent them to Bethlehem, and said, "Go and search diligently for the young child. When you have found him, bring me word, so that I also may come and worship him."
Mat 2:9 They, having heard the king, went their way; and behold, the star, which they saw in the east, went before them, until it came and stood over where the young child was.
Mat 2:10 When they saw the star, they rejoiced with exceedingly great joy.
Mat 2:11 They came into the house and saw the young child with Mary, his mother, and they fell down and worshiped him. Opening their treasures, they offered to him gifts: gold, frankincense, and myrrh.
Mat 2:12 Being warned in a dream that they shouldn't return to Herod, they went back to their own country another way.
Mat 2:13 Now when they had departed, behold, an angel of the Lord appeared to Joseph in a dream, saying, "Arise and take the young child and his mother, and flee into Egypt, and stay there until I tell you, for Herod will seek the young child to destroy him."
Mat 2:14 He arose and took the young child and his mother by night, and departed into Egypt,
Mat 2:15 and was there until the death of Herod; that it might be fulfilled which was spoken by the Lord through the prophet, saying, "Out of Egypt I called my son."
Mat 2:16 Then Herod, when he saw that he was mocked by the wise men, was exceedingly angry, and sent out, and killed all the male children who were in Bethlehem and in all the surrounding countryside, from two years old and under, according to the exact time which he had learned from the wise men.
Mat 2:17 Then that which was spoken by Jeremiah the prophet was fulfilled, saying,
Mat 2:18 "A voice was heard in Ramah, lamentation, weeping and great mourning, Rachel weeping for her children; she wouldn't be comforted, because they are no more."
Mat 2:19 But when Herod was dead, behold, an angel of the Lord appeared in a dream to Joseph in Egypt, saying,
Mat 2:20 "Arise and take the young child and his mother, and go into the land of Israel, for those who sought the young child's life are dead."
Mat 2:21 He arose and took the young child and his mother, and came into the land of Israel.
Mat 2:22 But when he heard that Archelaus was reigning over Judea in the place of his father, Herod, he was afraid to go there. Being warned in a dream, he withdrew into the region of Galilee,
Mat 2:23 and came and lived in a city called Nazareth; that it might be fulfilled which was spoken through the prophets: "He will be called a Nazarene."

How can one be born again? Text: John 3:1-12 by Roy Davison


http://www.oldpaths.com/Archive/Davison/Roy/Allen/1940/bornanew.html

 How can one be born again?
Text: John 3:1-12
Nicodemus did not understand. He had a positive attitude toward Jesus. He believed that Jesus was sent by God and he called him ‘rabbi’. He knew the Scriptures since Jesus refers to him as a ‘teacher of Israel’ (John 3:10). Why was it difficult for him to understand what Jesus said?

What do we know about Nicodemus? “There was a man of the Pharisees named Nicodemus, a ruler of the Jews. This man came to Jesus by night and said to Him, ‘Rabbi, we know that You are a teacher come from God; for no one can do these signs that You do unless God is with him’” (John 3:1, 2).

Although many, if not most, of the Jewish leaders were against Jesus, Nicodemus believed that He was from God. Later he defended Jesus: “Nicodemus (he who came to Jesus by night, being one of them) said to them, ‘Does our law judge a man before it hears him and knows what he is doing?’” (John 7:50, 51). Later, Nicodemus helped to bury Jesus: “After this, Joseph of Arimathea, being a disciple of Jesus, but secretly, for fear of the Jews, asked Pilate that he might take away the body of Jesus; and Pilate gave him permission. So he came and took the body of Jesus. And Nicodemus, who at first came to Jesus by night, also came, bringing a mixture of myrrh and aloes, about a hundred pounds” (John 19:38, 39).

Nicodemus was an upright man who wanted to do the will of God. Yet, it was difficult for him to understand what Jesus said: “‘Most assuredly, I say to you, unless one is born again, he cannot see the kingdom of God.’ Nicodemus said to Him, ‘How can a man be born when he is old? Can he enter a second time into his mother's womb and be born?’” (John 3:3, 4).

A religious man like Nicodemus tends to think he is already acceptable to God. Jesus indicated to Nicodemus, however, that he was not fit for God’s kingdom, as he was! On another occasion Jesus taught that one must repent and become humble like a little child to enter God’s kingdom (Matthew 18:1-5). Now He says one must be born anew!

There are many religious people today who do not know how one can be born again or what this means. Many even who call themselves ‘born-again Christians’ reject what the Bible says about the rebirth.

Jesus clarifies how one can be born again: “Most assuredly, I say to you, unless one is born of water and the Spirit, he cannot enter the kingdom of God” (John 3:5).

Jesus refers to baptism.

Paul wrote: “Therefore we were buried with Him through baptism into death, that just as Christ was raised from the dead by the glory of the Father, even so we also should walk in newness of life” (Romans 6:4). After baptism we walk ‘in newness of life’.

Baptism is ‘the washing of regeneration and renewing of the Holy Spirit’: “But when the kindness and the love of God our Savior toward man appeared, not by works of righteousness which we have done, but according to His mercy He saved us, through the washing of regeneration and renewing of the Holy Spirit, whom He poured out on us abundantly through Jesus Christ our Savior, that having been justified by His grace we should become heirs according to the hope of eternal life” (Titus 3:4-7).

Baptism is not a meritorious work, but a gift of God’s grace. By the power of the Holy Spirit we are regenerated, we are renewed, when we are immersed into the body of Christ: “For by one Spirit we were all baptized into one body” (1 Corinthians 12:13). “Therefore, if anyone is in Christ, he is a new creation; old things have passed away; behold, all things have become new” (2 Corinthians 5:17).

Baptism must be based on faith and repentance. Jesus promised: “He who believes and is baptized will be saved” (Mark 16:16). Peter commanded: “Repent, and let every one of you be baptized in the name of Jesus Christ for the remission of sins; and you shall receive the gift of the Holy Spirit” (Acts 2:38).

Many religious people are outside the kingdom because they have never been born again. They think they are acceptable to God because they are religious. They may depend on some superficial form of baptism, different from the baptism we read about in the New Testament.

We all should carefully consider whether we have been born of water and the Spirit because otherwise we have no part in the kingdom of God.

How can any form of baptism be valid if it differs from the baptism Jesus commanded? We will discuss two examples.

If your alleged baptism occurred when you were a baby, you have not been born of water and the Spirit. You are still outside the kingdom.

How do I know? Because you were not baptized in the name of the Father, Son and Holy Spirit (even if those words were pronounced) because ‘in the name of’ means ‘by the authority of’ and nothing in the Scriptures authorizes infant baptism.

At the time of the ritual, you did not believe, and you had not repented. You did not even know what was happening. It was not your decision, it was the decision of your parents. How could something so different from New Testament baptism be valid?

It was an empty, worthless ritual based on the traditions of men, rather than on the word of God. What Jesus says applies to your denomination: “In vain they worship Me, teaching as doctrines the commandments of men” (Matthew 15:9).

If your alleged baptism was an immersion that was viewed as separate from the rebirth, you have not been born of water and the Spirit. You are outside the kingdom.

How do I know? Because you were not baptized in the name of the Father, Son and Holy Spirit because ‘in the name of’ means ‘by the authority of’ and nothing in the Scriptures authorizes a baptism in water separate from the rebirth.

If your denomination practices a ‘water baptism’ separate from ‘spiritual baptism,’ you have not been born again because according to Ephesians 4:5 there is “one baptism” and Jesus defines that one baptism as a rebirth, a birth by water and Spirit.

Denominations that immerse merely ‘as an outward sign’ (as they call it) do not baptize ‘for the remission of sins’ as commanded by the Holy Spirit through Peter in Acts 2:38.

They do not baptize in the name of the Father, Son and Holy Spirit because their form of baptism has not been authorized by God in the Scriptures.

If you thought your immersion in water was separate from your spiritual rebirth, you have not been born of water and the Spirit as commanded by Christ. You have not been born again and are outside the kingdom.

It was an empty, worthless ritual based on the commandments of men, rather than on the word of God. The words of Jesus apply to your denomination: “In vain they worship Me, teaching as doctrines the commandments of men” (Matthew 15:9).

Jesus said: “You must be born again” (John 3:7). How can one be born anew? How can one be born of water and the Spirit? Jesus and His apostles give the answer: “He who believes and is baptized will be saved” (Mark 16:16). “Repent, and let every one of you be baptized in the name of Jesus Christ for the remission of sins; and you shall receive the gift of the Holy Spirit” (Acts 2:38).

Roy Davison

The Scripture quotations in this article are from
The New King James Version. ©1979,1980,1982, Thomas Nelson Inc., Publishers.
Permission for reference use has been granted.
Published in The Old Paths Archive
(http://www.oldpaths.com)

Can Anyone Actually Do “Good”? by Eric Lyons, M.Min.


http://apologeticspress.org/AllegedDiscrepancies.aspx?article=1224&b=2%20Corinthians

Can Anyone Actually Do “Good”?

by Eric Lyons, M.Min.

Most people will read the title of this article and immediately think, “Of course a person can do good.” After all, Jesus said, “A good (agathos) man out of the good treasure of his heart brings forth good things” (Matthew 12:35). Paul instructed Christians to (simply) “do good to all” (Galatians 6:10). He later reminded the disciples in Corinth that “we must all appear before the judgment seat of Christ, that each one may receive the things done in the body, according to what he has done, whether good or evil” (2 Corinthians 5:10). And John wrote: “Beloved, do not imitate what is evil, but what is good. He who does good is of God, but he who does evil has not seen God” (3 John 11).
So why such an elementary question? This question is occasionally asked by skeptics who want to know why the Bible repeatedly teaches that God’s people are to “do good,” if, as other biblical passages teach, “there is none who does good, no, not one” (Psalm 14:3; 53:3; Romans 3:12; cf. Mark 10:18). “For there is not a just man on earth who does good and does not sin” (Ecclesiastes 7:20; cf. Isaiah 64:6). Thus, Bible critics ask, “How can the Bible teach that Christians are to do good, if no one can actually be good?”
The question is a fair question. Admittedly, the Bible’s different uses of the term “good” may be confusing to some initially. As with the solution to so many alleged Bible contradictions, however, the answer actually is very simple: words are used in different senses. The term “good” can be used in different ways and in varying degrees. We can talk of a good pizza, a good day, a good dog, a good boy, and our good God, and mean somewhat (or perhaps very) different things.
In the purest and highest meaning of the word, only God is “good.” Jesus referred to this supreme goodness when He said to the rich young ruler, “No one is good but One, that is, God” (Mark 10:18). In truth, as Caleb Colley concluded in his article “Why is Good Good?,” “God is good, but not in virtue of a standard of goodness that exists separate from Him.… Good is defined by God’s goodness, which is inseparable from His nature” (2010).
On the other hand, human beings can only know goodness and be good on a dependent and finite level. In the beginning, everything God made, including the first human beings, “was very good” (Genesis 1:31)—but not “good” in precisely the same way our perfectly good God is good. God is innately good. He cannot do evil (cf. Titus 1:2); He cannot even be tempted by evil (James 1:13). But a man can be tempted to sin, and he can choose to sin (James 1:14-15). In fact, every person of an accountable mind and age who has ever lived (save God Incarnate, the Lord Jesus) has chosen to do that which is not good (Romans 3:23). Such a decision on man’s part, even one such decision, makes him “no good” in the sense that, apart from God’s amazingly good, saving grace, he is a lawfully condemned, unholy sinner (Romans 3:24). What’s more, on our own, apart from God, we can do absolutely nothing about our sinfulness. There is nothing that we could do on our own to become “good.”
Sinful man can only become good and just by choosing to accept God’s perfectly good and gracious gift of salvation through Christ (Romans 5:8,15-21; see Lyons and Butt, 2004). Subsequently, God-saved, newly made good people (i.e., Christians) will “put to death” their rebelliously sinful selves (repenting of sins—Acts 2:38; 3:19) and “put on the new man who is renewed in knowledge according to the image of Him who created him” (Colossians 3:5,10; cf. Romans 12:1-2).
Indeed, Christians can be good and do good. We are not good in and of ourselves. Rather, by the grace of our innately and supremely good God, we can be justified and “become followers of what is good” (1 Peter 3:13). We can walk in the light of God, knowing that “the blood of Jesus Christ cleanses us from all sin” (1 John 1:7). And, during moments of weakness, when we choose that which is not good, “If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us from all unrighteousness” (1 John 1:9). Thus, our good God even provided a way for Christians to remain “good” and to continue doing good works, in spite of our imperfections and struggles with sin.

REFERENCES

Colley, Caleb (2010), “Why is Good Good?” Apologetics Press, http://www.apologeticspress.org/APContent.aspx?category=95&article=3601.
Lyons, Eric and Kyle Butt (2004), “Taking Possession of What God Gives: A Case Study in Salvation,” Apologetics Press, https://www.apologeticspress.org/APContent.aspx?category=11&article=1381&topic=86.

Homosexuality and Public Education by Eric Lyons, M.Min.


http://apologeticspress.org/APContent.aspx?category=7&article=4135

Homosexuality and Public Education

by  Eric Lyons, M.Min.

Hardly a day goes by, it seems, that a story concerning homosexuality is not in the news. Hollywood and the mainstream media have been pushing for the acceptance of these God-condemned, unnatural, “shameful,” “vile passions” for several years (Romans 1:26-27; cf. 1 Corinthians 6:9-11; Genesis 19:1-11; see Miller and Harrub, 2004), and have shown no signs of letting up. Whether it is highlighting the latest movie star who has “come out of the closet” or the latest artist who has spoken out on behalf of homosexual marriage (cf. “Miley Cyrus…,” 2011), much has been, and is being, done to immerse Americans in a sea of acceptance—the acceptance of a sin (homosexuality) that Americans once widely considered abominable (see Miller, 2008, pp. 82-85). Sadly, whereas in 1982 one in three Americans accepted “homosexuality as a lifestyle,” according to George Gallup, Jr. and D. Michael Lindsay, acceptance of homosexuality increased to nearly 50% by 1999 (p. 129).
One area in which gay rights activists have been most successful in promoting the homosexual agenda is in America’s public school system. Despite the presence of thousands of morally minded, Christian public school teachers (many of whom are family and friends), America’s education system is becoming more and more a “place of persuasion” for gay rights activists. The idea is: change the minds of students today, and you will change the direction of states tomorrow (see Harrub, 2006). Consider several examples over just the past four years of homosexual indoctrination, inundation, and toleration in the public school system.

Parker v. Hurley

In January 2008, the United States Court of Appeals for the First Circuit affirmed that public school teachers in Massachusetts have the constitutional right, not only to instruct their students regarding the alleged normalcy of homosexuality, but to do so without notifying parents (Parker v. Hurley, 2008). Circuit Judges Lynch, Stahl, and Howard ruled in favor of the Lexington, Massachusetts public school system, and upheld an earlier ruling of U.S. District Judge Mark Wolf, who believes “it is reasonable for public schools to attempt to teach understanding and respect for gays and lesbians” (Unruh, 2008), and to do so without teachers needing to consult parents. If first grade teachers in Massachusetts want to read books about Daddy’s Roommate or Jack and Jim to their six- and seven-year-olds, they not only have every legal right to do so, but are even encouraged by the state to promote such materials. According to both the judicial system and the Lexington, Massachusetts school system, if teachers want to read a book about a prince who rejects all of the princesses who wish to marry him, and instead, chooses to marry another prince (shown kissing on the last page of King and King), teachers are free to expose youth to such material. Parents can “quibble” and Christians can object, but such is the way of life in Massachusetts’ public schools. [NOTE: Amazingly, the plaintiffs in Parker v. Hurley were not even challenging the use of “nondiscrimination curriculum” (i.e., books that depict and celebrate homosexual marriages), but simply “the school district’s refusal to provide them [parents—EL] with prior notice and to allow for exemption from such instruction” (Parker v. Hurley, 2008, emp. added). But, since Massachusetts courts believe that reading books about men kissing and marrying men is not a “human sexuality issue” or “indoctrination,” parental notice is said to be unnecessary.]

PRESIDENT OBAMA’S “SAFE SCHOOLS” CZAR

In May 2009, President Obama appointed Kevin Jennings, “who has advocated promoting homosexuality in schools” (Lott, 2009), as director of the Office of Safe and Drug Free Schools (i.e., “safe schools” czar). Jennings is the founder of the Gay, Lesbian, and Straight Education Network (GLSEN), which, as of 2009 had “over 40 chapters at schools nationwide. He has also published six books on gay rights and education” (Lott). Years earlier, in March 1995, Jennings explained in a speech titled “Winning the Culture War,” how the most effective way for gay activists to get a foot in the door of public schools was to repackage the gay movement as a safety issue.
If the Radical Right can succeed in portraying us as preying on children, we will lose. Their language—“promoting homosexuality” is one example—is laced with subtle and not-so-subtle innuendo that we are “after their kids.” We must learn from the abortion struggle, where the clever claiming of the term “pro-life” allowed those who opposed abortion on demand to frame the issue to their advantage, to make sure that we do not allow ourselves to be painted into a corner before the debate even begins.
In Massachusetts the effective reframing of this issue was the key to the success of the Governor’s Commission on Gay and Lesbian Youth. We immediately seized upon the opponent’s calling card—safety—and explained how homophobia represents a threat to students’ safety by creating a climate where violence, name-calling, health problems, and suicide are common. Titling our report “Making Schools Safe for Gay and Lesbian Youth,” we automatically threw our opponents onto the defensive and stole their best line of attack. This framing short-circuited their arguments and left them back-pedaling from day one. Finding the effective frame for your community is the key to victory. It must be linked to universal values that everyone in the community has in common (quoted in Camenker, n.d., emp. added).
Ironically, and sadly, 14 years after delivering this speech, Kevin Jennings became, not just Massachusetts’—but America’s—“safe schools” (i.e., “gay-agenda-driven”) czar.

NEA’s Outspoken Homosexual Agenda

In July 2009, the National Education Association (NEA), which claims to represent the interest of most of the 3.2 million public school teachers and administrators in the U.S. (“NEA Executive Director…,” 2010), held its annual convention in San Diego, California. At the convention, retiring General Counsel Bob Chanin delivered a speech in which he stated:
When I first came to NEA in the early ’60s it had few enemies…. It was the proverbial sleeping giant: a conservative, apolitical, do-nothing organization. But then,NEA began to change. It embraced collective bargaining. It supported teacher strikes. It established a political action committee. It spoke out for affirmative action, and it defended gay and lesbian rights…. So the bad news, or depending on your point of view, the good news, is that NEA and its affiliates will continue to be attacked by conservative and right-wing groups as long as we continue to be effective advocates for public education, for education employees, and for human and civil rights (“NEA Power,” 2009, emp. added).
Following these comments (for which Chanin received a loud ovation), he stated:
And that brings me to my final, and most important point, which is why, at least in my opinion, NEA and its affiliates are such effective advocates…. NEA and its affiliates are effective advocates because we have power. And we have power because there are more than 3.2 million people who are willing to pay us hundreds of millions of dollars in dues each year because they believe that we are the unions that can most effectively represent them, the unions that can protect their rights and advance their interests as education employees (“NEA Power,” emp. added).
Sadly, at this same convention, the NEA, which the previous year gave $50 million to Barak Obama’s presidential campaign (Chagnon, 2009), voted by nearly a two-thirds majority “to throw their full support behind homosexual ‘marriage’ by committing to use its resources and political muscle to take down any legislation that hinders the homosexual movement” (Heck, 2009).

“Harvey Milk Day”

In October 2009, California passed a law that designated every May 22 as gay day, which public schools (K-12) are expected to celebrate. The day is officially called “Harvey Milk Day” in honor of Mr. Milk, a 1970s homosexual activist (Tran, 2009). California teachers and students are expected to commemorate the life of Milk, similar to how they celebrate the contributions of Martin Luther King, Jr.

U.S. Secretary of Education

On June 7, 2011, President Obama’s Secretary of Education, Arne Duncan, spoke at the Lesbian Gay Bisexual Transgender (LGBT) Youth Summit via video. Secretary Duncan stated:
I’m absolutely thrilled that Capital Pride Week is being kicked off with such an important and historic event…. My commitment to LGBT students is unequivocal and it goes back to when I first supported a charter school for LGBT students in Chicago…. I’m pleased to announce we are also releasing a new ‘Dear Colleague’ letter. It clarifies the rights of students to form clubs, such as gay-straight alliances, under the Equal Access Act…. Schools must treat all student-initiated clubs equally, including those of LGBT students. I’m so proud to have the department host this year’s first ever federal LGBT youth summit. We seek to promote a new and unprecedented level of commitment in protecting LGBT students (“Secretary Arne Duncan…,” 2011, emp. added).
It would be one thing for San Francisco’s Superintendent of Schools to come out with such unashamed, “unprecedented” support of LGBT conferences and school clubs, but Duncan is the U.S. Secretary of Education. With such outspoken support from President Obama’s Secretary of Education, and his former “safe schools” czar among many others, it should not be surprising that in 2011, the Gay, Lesbian, and Straight Education Network (GLSEN) reported that 4,000 student-lead “Gay-Straight Alliance” clubs were in existence (and registered with GLSEN) in schools across America (“About Gay…,” 2011). Astonishingly, about 1,000 of these clubs have sprung into existence in just the past three years (cf. Just the Facts…, 2008, p. 13).

New California Law

On July 14, 2011, California Governor Jerry Brown signed a bill into law that will “require public schools in the state [of California—EL] to teach students about the contributions of lesbian, gay, bisexual, and transgender Americans” (“California Governor…,” 2011, emp. added). In their coverage of this story, CNN did just what homosexual activists want in regard to categorizing homosexual Americans: they implied that homosexuals should be placed in the same category as racial and ethnic groups. “California law,” wrote a CNN wire staff writer, “already requires state schools to teach about the contributions of Native Americans, African-Americans, Mexican-Americans, and Asian-Americans, among other groups” (“California Governor…”). So, they argue, why shouldn’t California teach homosexual history, too? California State Senator Mark Leno said regarding the new law: “Today we are making history in California by ensuring that our textbooks and instructional materials no longer exclude the contributions of LGBT (lesbian, gay, bisexual and transgender) Americans” (“California Governor…”).
Can we not just teach history from a historical-accomplishment standpoint, rather than from the angle of who a person slept with? Exposing children (as young as five-year-olds) to the alleged normalcy of certain people’s “vile-passion” past is abominable (cf. Romans 1:26-27; Leviticus 18:22-28). One wonders what will happen to California teachers who refuse to teach “homosexual history.”

Pro-Homosexuals’ Pressure on Public School Officials

For years public school officials have been pressured by the American Civil Liberties Union (ACLU), the Freedom From Religion Foundation, and other organizations to discourage religious activities on school campuses. At the same time, superintendents, principals, and other school leaders around the country have been “increasingly pressured by pro-homosexual organizations to integrate homosexual education into school curricula. These organizations recommend promoting homosexuality as a normal, immutable trait that should be validated during childhood, as early as kindergarten” (“On the Promotion…,” 2011).
In January 2008, for example, a coalition, including the NEA and Interfaith Alliance, produced a 20-page pamphlet titled “Just the Facts About Sexual Orientation and Youth” and mailed it to every public school superintendent in the U.S. (“On the Promotion…”). The publication was not only endorsed by the NEA, but also by the American Association of School Administrators, the American Federation of Teachers, and the National Association of Secondary School Principals (Just the Facts..., 2008). The stated purpose of the pamphlet was to provide principals, educators, and school personnel “accurate information that will help you respond to a recent upsurge in promotion of efforts to change sexual orientation through therapy and religious ministries” (p. 2). Focus on the Family was one, if not the only, “religious ministry” specifically named. The liberal, gay-agenda-driven coalition who funded and endorsed the pamphlet wanted to warn educators of alleged false information that Focus on the Family had promoted in the media regarding the ability of and need for homosexuals to change their behavior. According to the coalition, “The promotion in schools of efforts to change sexual orientation by therapy or through religious ministries seems likely to exacerbate the risk of harassment, harm, and fear for these youth” (p. 4).
Throughout the booklet the so-called “Just the Facts Coalition” repeatedly expressed their views about the need for homosexuals to be accepted and protected by school officials, while strongly encouraging the silencing of any criticism of homosexuality. “[H]omosexuality,” they declared, “is not a mental disorder and thus is not something that needs to or can be ‘cured’” (p. 6, emp. added). Time and again, the coalition attempted to pressure educators to reject any and all promotion of the “homosexuality-is-sinful” stance.
[E]fforts to change sexual orientation through therapy have been adopted by some political and religious organizations and aggressively promoted to the public. However, such efforts have serious potential to harm young people because they present the view that the sexual orientation of lesbian, gay, and bisexual youth is a mental illness or disorder, and they often frame the inability to change one’s sexual orientation as a personal and moral failure (i.e., sin; p. 5, emp. added).
Ex-gay ministry and transformational ministry are terms used to describe efforts by some religious individuals and organizations to change sexual orientation through religious ministries. These individuals and organizations tend to have negative attitudes toward homosexuality that are based in their particular religious perspectives. In general, efforts to change sexual orientation through religious ministries take the approach that sexual orientation can be changed through repentance and faith. In addition, some individuals and groups who promote efforts to change sexual orientation through therapy are also associated with religious perspectives that take a negative attitude toward homosexuality…. Because ex-gay and transformational ministries usually characterize homosexuality as sinful or evil, promotion in schools of such ministries or of therapies associated with such ministries would likely exacerbate the risk of marginalization, harassment, harm, and fear experienced by lesbian, gay, and bisexual students (p. 10).
The coalition also made it a point to remind educators that “a public school counselor or teacher cannot proselytize to students or attempt to impose his or her religious beliefs about whether or not homosexuality is sinful” (p. 11, emp. added).
How sad it is that the day has come in America where teachers are told to keep silent about the very things that are destroying this country (cf. Miller, 2008 and 2010). One wonders if teachers can tell their students that any sexual relation outside of a lawful marriage is sinful? (Students desperately need to hear this biblical truth—Galatians 5:19-21; Hebrews 13:4). What about pedophilia or bestiality? Can teachers tell their students that anything is morally wrong? Can teachers inform their students that it is immoral to cheat or steal? What about lying or cursing? Must 21st-century teachers simply refrain from saying anything about sin in fear of hurting someone’s feelings? In the end, such weak, spineless, pathetic policies only hurt America’s youth and the nation as a whole. Unfortunately, the NEA and several other education associations felt that it was imperative to reach America’s 16,000 superintendents with their homosexually-slanted “Facts About Sexual Orientation.”

More Examples

It might be tempting for Christians in middle America to dismiss the homosexual agenda in public school systems as an east or west coast issue and not a middle-America problem. Though there are some more-conservative areas of the country where various school systems (thankfully) have been less impacted by homosexual activists, the fact is, the homosexual agenda is becoming more and more an issue in more and more places every year.
  • On April 25, 2006 (one day before GLSEN’s student-lead national Day of Silence, in which students attempt to remain silent all day in school “to bring attention to anti-LGBT name-calling, bullying and harassment”—“Day of Silence,” 2011), a questionnaire approved by two teachers in Port Washington, Wisconsin was handed out to nearly 400 students. The questionnaire, which was not authorized by the principal, asked teens several questions regarding their “heterosexuality,” including—“If you have never slept with someone of your same gender, then how do you know you wouldn’t prefer it?” (Kertscher, 2006). Thankfully, both the principal and the president of the local school board said that the survey was “inappropriate” and “will never go out again” (Kaufman, 2006).
  • Two years after the above-mentioned questionnaire was handed out in Port Washington, Wisconsin, World Net Daily columnist Drew Zahn reported that a similar questionnaire was administered about 150 miles away at Pecatonica High School in Blanchardville, Wisconsin. Some of the questions included the following: (1) Is it possible that your heterosexuality is just a phase you may grow out of? (2) Is it possible that your heterosexuality stems from a neurotic fear of others of the same sex? (3) Why do you insist on flaunting your heterosexuality? Can’t you just be who you are and keep it quiet? (4) Considering the menace of overpopulation, how could the human race survive if everyone were heterosexual? (5) Would you want your child to be heterosexual, knowing the problems that s/he would face? (Zahn, 2008). Unfortunately, Pecatonica’s principal was not as remorseful as Port Washington’s. Principal Dave McSherry approved of the questionnaire and contended that it was “part of a comprehensive curriculum in critical thinking skills, preparing the students to make decisions on their own in college and beyond” (Zahn).
  • On November 7, 2008, a Carmel, Indiana bus driver lectured her student passengers about toleration. She then called one of the students “a stupid little bigot” for telling others that she could not have voted for Obama as president because she is against abortion and gay marriage (Cox, 2010). “I don’t want to hear one more word about anyone going to hell if they are gay…because it is none of your…business,” the driver stated. The bus’s surveillance video also caught the driver saying that she would “eat the girl alive.” According to the American Family Association, “when the girl’s father complained to the school about the bus driver’s actions, he was told that the behavior of the driver fell within the scope of her employment” (“School Bus Driver…,” 2010).
  • More recently, in August 2011, a school board in Florida suspended its 2010-11 Teacher of the Year over the following statement he made about homosexual marriage on his personal Facebook page: “I almost threw up.... Now they showed two guys kissing. If they want to call it a union, go ahead. But don’t insult a man and woman’s marriage by throwing it in the same cesspool.... God will not be mocked. When did this sin become acceptable?.... I will never accept it because God will never accept it. Romans chapter one” (as quoted in Padgett, 2011).
  • On September 20, 2011, a ninth-grade honors student in Fort Worth, Texas was given a disciplinary referral form, one day of in-school suspension, and two days of out-of-school suspension (Khalil, 2011). What was his offense? While in German class, “when conversation shifted to religion and homosexuality in Germany,” Dakota Ary said to a friend that “he was a Christian and ‘being a homosexual is wrong’” (Stames, 2011). This one statement, which was overheard by the teacher (who previously had posted a picture in the classroom of two men kissing), allegedly warranted a reprimand and three days of suspension. Thankfully, administrators dropped the suspension completely, but only after Dakota’s mother solicited the help of a constitutional attorney (Khalil).
  • A life-long educator and current church leader in the heart of the “Bible Belt,” recently informed us that his former principal actively sought to replace outgoing teachers, first and foremost, with lesbians.
As a former public school student, as a husband of a former public school teacher, and as a friend of many great past and present public school teachers and administers, it brings me no joy to underscore the negative impact that the homosexual agenda has had, and is having, in public school systems around the country. Nevertheless, Christians in America need to be aware of the many destructive steps homosexual activists are taking in public education.

What To Do

What can be done? First, the Church must lovingly and courageously teach on the sinfulness of homosexuality. Second, parents, especially those with children in public schools, must instruct their children in what the Bible teaches about homosexuality (and many other subjects). Young people are learning earlier and earlier in life about homosexuality from someone somewhere, perhaps even in their public school classrooms. [NOTE: One of the best ways you can teach your young children at home about this sensitive issue is by acquiring Apologetics Press’s book, Does God Love Michael’s Two Daddies? The book, written by Tennessee State Representative Sheila Butt, promotes God’s love for all individuals, while at the same time showing, in a loving way, that homosexuality is sinful (Romans 1:26-27; 1 Timothy 1:9-11), and not something to be “celebrated.”] Third, if you are a public school teacher, which is a very noble occupation, stand firm in your biblical beliefs and courageously refuse to do anything to lead your students to believe that homosexuality is “just an alternative lifestyle.” (Perhaps you could place Does God Love Michael’s Two Daddies? in your school library.) Also, refuse to join NEA, and let your superiors and colleagues know that as a Christian you are steadfastly opposed to NEA’s ungodly, homosexual agenda. (Alternative groups that provide liability insurance and legal services are available.) Finally, especially if you are in an area where homosexuality is being promoted as a good and wholesome alternative lifestyle, you may choose to do what a growing number of Christian parents are doing, and what renowned pro-family authors and speakers, such as Dr. James Dobson and Dr. Laura Schlessinger, have publicly urged parents to do—remove your children from public schools altogether (see Kupelian, 2005, p. 151-153). Due in large part to the deterioration of the government-run public school system, approximately 12% of students in the U.S. are now educated in private or home schools (“Fast Facts,” 2007). Though many great public school teachers are diligently working to educate and mentor young people in the noblest of ways, more and more Americans recognize the dire threat that so many liberal, agenda-driven public school workers pose to the moral values of millions of children across America.

REFERENCES

“About Gay-Straight Alliances (GSAs)” (2011), GLSEN, http://www.glsen.org/cgi-bin/iowa/all/library/record/2342.html?state=what.
“California Governor Signs Bill Requiring Schools to Teach Gay History” (2011), CNN, http://articles.cnn.com/2011-07-14/us/california.LGBT.education_1_california-governor-signs-bill-gay-history-state-textbooks?_s=PM:US.
Camenker, Brian (no date), “The Homosexual Movement’s Lies and Deceptions to Get Massachusetts Tax Dollars for Their Programs in Public Schools,” http://www.article8.org/docs/gay_strategies/framing_the_issue.htm.
Chagnon, Pete (2009), “NEA to Consider Full Support of Homosexual ‘Marriage,’” http://www.onenewsnow.com/Education/Default.aspx?id=588006.
Cox, Gene (2010), “Carmel Bus Driver Calls Student ‘Stupid Little Bigot,’” May 25, http://www.fox59.com/news/wxin-bus-driver-offensive-comment-052510,0,1907683.story.
“Day of Silence” (2011), GLSEN, http://www.dayofsilence.org/.
“Fast Facts” (2007), National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=6.
Gallup, George, Jr. and D. Michael Lindsay (1999), Surveying the Religious Landscape: Trends in U.S. Beliefs (Harrisburg, PA: Morehouse Publishing).
Harrub, Brad (2006), “Homosexuality in the Classroom,” Apologetics Press, http://www.apologeticspress.org/APContent.aspx?category=7&article=1849#.
Heck, Peter (2009), “Christian Teachers—It’s Time to Fly!” http://www.onenewsnow.com/Education/Default.aspx?id=610828.
Just the Facts Coalition (2008),Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel (Washington, D.C.: American Psychological Association), http://www.apa.org/pi/lgbt/resources/just-the-facts.pdf.
Khalil, Cathryn (2011), “Student’s Homosexuality Comment Leads to Suspension,” September 22, http://www.cbs19.tv/story/15526115/students-homosexuality-comment-leads-to-suspension.
Kaufman, Gil (2006), “‘Heterosexual Questionnaire’ Spurs Debate at Wisconsin High School,” May 17, http://www.mtv.com/news/articles/1531923/high-school-sexuality-survey-spurs-debate.jhtml.
Kertscher, Tom (2006), “The Survey Says What?” FrontPageMag, May 17, http://archive.frontpagemag.com/readArticle.aspx?ARTID=4397.
Kupelian, David (2005), The Marketing of Evil (Nashville, TN: Cumberland House Publishing).
Lott, Maxim (2009), “Critics Assail Obama’s ‘Safe Schools’ Czar, Say He’s Wrong man for the Job,” Fox News, http://www.foxnews.com/politics/2009/09/23/critics-assail-obamas-safe-schools-czar-say-hes-wrong-man-job/#ixzz1WjFhGbmW.
“Miley Cyrus Gets Inked in Support of Gay Marriage” (2011), Access Hollywood, July 31, http://www.accesshollywood.com/69/miley-cyrus-gets-new-tattoo-in-support-of-gay-marriage_article_51398.
Miller, Dave (2008), The Silencing of God: The Dismantling of America’s Christian Heritage (Montgomery, AL: Apologetics Press).
Miller, Dave (2010), Christ and the Continental Congress: America’s Most Pressing Concern (Montgomery, AL: Apologetics Press).
Miller, Dave and Brad Harrub (2004), “An Investigation of the Biblical Evidence Against Homosexuality,” Apologetics Press, http://www.apologeticspress.org/article/1401.
“NEA Executive Director John Wilson Responds to Misleading ‘Crossroads’ Ad” (2010), National Education Association, http://www.nea.org/home/42823.htm.
“NEA Power” (2009), http://www.youtube.com/watch?v=YkLGvDQsvmY.
“On the Promotion of Homosexuality in the Schools” (2011), Facts About Youth, http://factsaboutyouth.com/posts/on-the-promotion-of-homosexuality-in-the-schools/.
Padgett, Tim (2011), “A Teacher is Back in Class After Anti-Gay Diatribe, But Did He Really Win?” Time, August 30, http://www.time.com/time/nation/article/0,8599,2091038,00.html#ixzz1WjUxZRHF.
Parker v. Hurley (2008), http://www.ca1.uscourts.gov/cgi-bin/getopn.pl?OPINION=07-1528.01A.
“School Bus Driver Lectures Girl on Gay Rights” (2010), AFA, http://www.afa.net/Blogs/BlogPost.aspx?id=2147494982.
“Secretary Arne Duncan Addresses the LGBT Youth Summit in Washington, D.C.” (2011), http://www.youtube.com/watch?v=fA6JfpBHcH8.
Stames, Todd (2011), “Texas School Punishes Boy for Opposing Homosexuality,” Fox News, September 22, http://www.foxnews.com/us/2011/09/22/texas-school-punishes-boy-for-opposing-homosexuality/.
Tran, Mark (2009), “Arnold Schwarzenegger Signs Law Establishing Harvey Milk Day,” October 13, http://www.guardian.co.uk/world/2009/oct/13/schwarzenneger-law-harvey-milk-day.
Unruh, Bob (2008), “‘Gay’ Lessons Violate Civil Rights, Man Says,” WorldNetDaily.com, http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=57298.
Zahn, Drew (2008), “Teacher Forces Teens to Question Being ‘Straight,’” World Net Daily, http://www.wnd.com/?pageId=82529.

Darwin in Light of 150 Years of Error by Eric Lyons, M.Min. Kyle Butt, M.Div.


http://apologeticspress.org/APContent.aspx?category=9&article=1148

Darwin in Light of 150 Years of Error

by  Eric Lyons, M.Min.
Kyle Butt, M.Div.

If the latter part of 2009 is anything like its beginning, this year will go down in secular history as the year of Charles Darwin. The scientific establishment is rallying virtually its entire arsenal of resources to celebrate the life and writings of Charles Darwin. Scientific American’s January cover story is titled: “The Evolution of Evolution: How Darwin’s Theory Survives, Thrives, and Reshapes the World.” In his editor’s note that introduces the issue, John Rennie wrote: “Today, 200 years after his birth and 150 years after Origin of Species, Darwin’s legacy is a larger, richer, more diverse set of theories than he could have imagined” (300[1]:6). Contributing writers to NewScientistpenned an article titled “The Years of Thinking Dangerously” in which they polled scientific heavy-hitters, such as Paul Davies, Daniel Dennett, Matt Ridley, Steven Pinker, and Michael Ruse, to decide who deserves 2009’s “anniversary crown”—Charles Darwin or Galileo. The article stated: “In the end, our panel concluded (with two abstentions) that Darwin has done more to change our view of ourselves. For our rigorous peer reviews, 2009 is Darwin’s year!” (“The Years...,” 200[2687/2688]:70-71, emp. added). The official Darwin Day Web site informs viewers that 128 events are currently scheduled in 21 different countries to celebrate the 200th anniversary of Darwin on February 12, 2009 (“Darwin Day Celebration”). The site gives a description of many of these events, and includes a countdown of the days, hours, and seconds until the big day. (Incidentally, the debate between Dan Barker and Kyle Butt on the campus of the University of South Carolina in Columbia is listed among these events; see “Darwin Day Event Listing.”) In addition, the British Museum of Natural History has organized its “Darwin” exhibit, hailed as “the biggest ever exhibition about Charles Darwin. It celebrates Darwin’s ideas and their impact for his 200th birthday in 2009” (“Darwin: Big Idea, Big Exhibition”).
An exhaustive list of all such activities would take hundreds of pages. Needless to say, Darwin and his theory will be in the global spotlight this year. This being the case, it is a good time to analyze Darwin and his ideas. Is it true that Darwin left a legacy worthy to be celebrated? Or is it the case that Darwin’s ideas were not only wrong, but also harmful in that they have provided the basis for racism, devaluing human life, and erroneous scientific study? In truth, when Darwin’s contribution to society is critically considered, the publishing of The Origin of Species is an event that should be marked, not as worthy of celebration, but as an event that will live in infamy. This issue of Reason & Revelation will highlight several of the most glaring deficiencies of Darwin’s theory.

DARWIN’S THEORY IS USELESS

The late Theodosius Dobzhansky remains well-known for a particularly catchy article title that he penned in the 1970s. In fact, the title of his article contains an idea that is accepted and maintained by a large portion of the modern scientific community—“Nothing in Biology Makes Any Sense Except in the Light of Evolution” (1973). This idea—that without a “proper” understanding of evolution one cannot understand, much less contribute to, biological studies—has taken a firm hold of many professors and science teaching professionals. Professor Michael Dini of the Department of Biological Sciences at Texas Tech University stated: “The central, unifying principle of biology is the theory of evolution, which includes both micro- and macro-evolution, and which extends to ALL species. Someone who ignores the most important theory in biology cannot expect to properly practice in a field that is now so heavily based on biology” (n.d., emp. in orig.).
Is it true that a proper understanding of evolution is a prerequisite for any person who wishes “to properly practice” in some field of biology? The eminent evolutionist and outspoken Darwinist, Richard Dawkins, offered some interesting thoughts along these lines. In a discussion of one particular group of scientists, Dawkins stated:
They have decided, perhaps rightly, that they can do taxonomy better if they forget about evolution, and especially if they never use the concept of the ancestor in thinking about taxonomy. In the same way, a student of, say, nerve cells, might decide that he is not aided by thinking about evolution. The nerve specialist agrees that his nerve cells are the products of evolution, but he does not need to use this fact in his research. He needs to know a lot about physics and chemistry, but he believes that Darwinism is irrelevant to his day-to-day research on nerve impulses. That is a defensible position.... A physicist certainly doesn’t need Darwinism in order to do physics (1996, p. 283, emp. added).
According to Dawkins, it is very possible for a person to engage in productive cell research (an extremely important branch of biology) without using evolutionary ideas in any of his procedures. In fact, evolution could defensibly be “irrelevant to his day-to-day research.” Please notice, however, that Dawkins makes sure to include the idea that the researcher believes that the cells are the “products of evolution.”
But let us take Dawkins’ thoughts a step further. Could it be that the researcher would not have to believe that the cells are the product of evolution? Would that belief affect his “day-to-day research”? Dawkins must answer, “No.” Then, according to Dawkins’ line of thinking, a person who does not believe in evolution could be just as (or more) successful in the biological sciences than one who does believe in evolution.
It should not be surprising, then, to hear statements like the one made by Thomas Geelan. Geelan is a teacher of advanced placement biology in Buffalo, New York. His course is titled, “An Interdisciplinary Course in Evolution.” In the abstract that describes the class, the first line states: “Evolution is the central organizing theme in all biology, yet few biology courses are taught that way” (n.d., emp. added). In the introduction to the class, a similar statement is made: “Evolution is the central organizing theme in all biology, but it is ironic that most biology curricula are pitifully deficient in their treatment of it” (emp. added).
What is the primary reason for this deficiency in “most” biology courses? The answer simply is that evolution is of no practical value in day-to-day research. In fact, evolution can be considered an irrelevant idea that has no bearing on the outcome of any scientific experiment. The cell researcher does not need it. The physicist does not need it. The taxonomist not only does not need it, but it gets in his way so much that he is better off if he does not consider it. In truth, not only is evolution a false idea, it is light years away from being the central tenet of biology. It is a counterproductive, anti-knowledge theory that, at the least, is useless, and is often destructive. Dobzhansky’s title would be better worded, “Nothing in Biology Makes Any Sense in Light of Evolution.”

DARWIN FAILED TO RECOGNIZE THE LIMITS OF CHANGE

Charles Darwin did not always believe in evolution. In fact, at one time he believed in God as the Creator. He wrote in his autobiography: “Whilst on board the Beagle I was quite orthodox, and I remember being heartily laughed at by several of the officers (though themselves orthodox) for quoting the Bible as an unanswerable authority on some point of morality” (1958, p. 85, parenthetical item in orig.). But as he grew older, he changed his view and began to think that natural forces created the world. He described his “deconversion”: “Thus disbelief crept over me at a very slow rate, but was at last complete. The rate was so slow that I felt no distress, and have never since doubted even for a single second that my conclusion was correct” (p. 87). Sadly, one of the reasons for his change in thinking came from a misunderstanding of the Bible.
In Darwin’s day, the Church of England misunderstood the biblical account of Creation. The book of Genesis says that animals multiply “according to their kind” (Genesis 1:21). However, the Church of England confused the biblical word “kind” with the word “species.” The Church of England taught that God had created every separate species in the world. This idea was called the “fixity of species.” The problem with this view was that it simply is not true; they had misunderstood the Bible (Garner, 2009).

Darwin’s Finches

When Charles Darwin visited the Galapagos Islands, he discovered something that greatly interested him. He found several different species of finches which were unique to the islands. The basic differences between these species was the size and shape of their beaks. Some of the finches had short thick beaks, used to crack open seeds, while others had long, thin beaks that could be used to catch insects or drink nectar from flowers. As he studied the birds, he came to the conclusion that the finches were very similar and must have been related. In fact, Darwin believed that the species had originally diverged from a single species of birds. He guessed that long before he had arrived on the islands, a storm must have blown this flock of birds to the Galapagos Islands. To give a very simplified version of Darwin’s hypothesis, he thought the birds with long beaks stayed together and ate insects, while the birds with short, stout beaks were able to survive in different places on the islands where they could find seeds. Eventually, due to drought, climate change, and environmental pressures, each group became its own species through the process of natural selection. Darwin also thought that if nature could change one species of finch into several different species, then it could change an amoeba into a man. Here Darwin made a major mistake in his thinking. He did not realize that small changes have limits.
In recent years, two researchers have become well-known for their trips to the Galapagos Islands to study Darwin’s ideas about the Galapagos finches. In the July 14 issue of Science, Peter and Rosemary Grant presented a paper titled “Evolution of Character Displacement in Darwin’s Finches.” The thesis of the article is that one particular species of finch (Geospiza fortis) “evolved” a slightly smaller beak due to the arrival of a larger-beaked finch (G. magnirostris) competing for larger seeds of the Tribulus cistoides plant during a severe drought (Grant and Grant, 2006).
Randolph Schmid, an Associated Press author who reviewed the Grants’ article, opened his summary of their findings with these words: “Finches on the Galapagos Islands that inspired Charles Darwin to develop the concept of evolution are now helping confirm it—by evolving” (2006). Notice the subtle maneuver Schmid made in his introduction: he commingled two distinct definitions of evolution into his statement, falsely equating the two. The generally accepted definition for the concept of evolution proposed by Darwin is “huge genetic changes turning one kind of animal into another,” often called Darwinism. But the “evolving” accomplished by the finches on the Galapagos Islands was simply “small changes within the same kind of organism.” Unfortunately, evolutionists often use this type of sleight-of -hand tactic.
Schmid interviewed Robert Fleischer, a scientist who works with the Smithsonian’s National Museum of Natural History, who stated that the Grants merely had documented an instance of “microevolution” (small changes within the same kind of organism). Yet, the titles of the articles by both Schmid and the Grants misleadingly imply that Darwinian evolution has been proven by the finch research—and Schmid goes so far as to assert this bold claim in his introductory paragraph.
What do the finches really prove? They prove that finches stay finches, and the only documented kind of “evolution” is that of small changes within the same kind of organism. The Grants have been studying the finches for 33 years, and this change in beak size, which amounted to about .6 millimeters in beak length and .8 millimeters in beak depth (“Study: Darwin’s...,” 2006), was “the strongest evolutionary change seen in the 33 years of the study” (Grant and Grant, 2006). Even more ironic is the fact that this “evolutionary” change to a smaller beak that allegedly helped the finches to survive might not be so helpful after all. In the same article for Science, the Grants alluded to research done in 1977 when a drought struck the same island and killed many of the finches. The Grants noted: “Most finches died that year, and mortality was heaviest among those with small beaks” (2006, emp. added). Thus, if G. fortis keeps “evolving” a smaller beak size, a major drought in the future could easily spell the bird’s demise.
Scientific observation has never produced a single shred of evidence that proves even the possibility of “huge genetic changes turning one kind of animal into another.” In fact, all the observable evidence proves that every living organism multiplies “according to its kind” exactly as stated in Genesis 1:24, small changes in beak size, body weight, or skin color notwithstanding.

The Fruit Fly

According to the prevailing theory of evolution, beneficial mutations acted upon by natural selection provide the driving force behind nature’s production of new creatures. Of course, since mechanisms that reproduce genetic information in organisms are remarkably efficient, genetic modification by mutations are extremely rare. What is more, the overwhelming majority of mutations are so detrimental to the welfare of the mutant organism, the mutant dies or becomes a victim of predation before it has the ability to pass on its genes, and thus nature eliminates the mutation from the gene pool. Allegedly, in the rarest of cases, a “good” mutation that confers an advantage on an organism slips into the gene pool. Since this “beneficial” mutation aids the organism’s survival and reproductive ability, more offspring are produced that have the mutation. Supposedly, myriad millions of these types of mutations have accrued, by which single-celled bacteria have evolved, over billions of years, into humans. When asked why we do not see this process taking place before our eyes, we are told that it simply happens too slowly, is too gradual, and cannot be tested or witnessed in a single human generation, or even in hundreds of years.
What if, however, the process could be expedited? What if we could find some way to introduce exaggerated numbers of mutations into an organism’s gene pool? Could we select the “beneficial” mutations and produce our own, humanly initiated, evolving creatures? If evolution was actually true, and we could find an organism that could be genetically manipulated satisfactorily, then we should be able to “reproduce” evolution in a lab.
Enter Drosophila melanogaster, also known as the common fruit fly. Drosophila maintains several characteristics that make it the perfect specimen for laboratory mutation experiments. First, the female fly is extremely fertile. She can potentially lay 100 eggs a day, up to 2,000 eggs in her life (Reeve and Black, 2001, p. 157). Second, Drosophila grows from an egg to an adult in 10-12 days, thus producing up to 30 generations per year (p. 157). Due to these and other ideal traits, the fruit fly has been one of, if not the, most often used organisms in genetic mutation experiments since 1901. Reeve and Black noted: “The exploitation that made Drosophila the most important organism for genetical research was its selection by the embryologist Thomas Hunt Morgan for his studies of mutation...” (p. 157).
Since the early 1900s, multiplied millions of fruit fly generations have been bred in laboratories across the globe. Scientists performing these experiments have introduced fruit flies to various levels of radiation and countless other factors designed to produce mutations. Sherwin noted that over 3,000 different mutations have been documented in the fruit fly gene pool (n.d.). These mutations have caused such physical characteristics as eyeless flies, flies with different colored eyes, flies with legs growing from their heads, extra pairs of wings, various colored bodies, wingless flies, flies with unusually large wings, flies with useless wings, flies with twisted wings, etc. The list could go on for hundreds of pages.
So extensive have fruit fly experiments been, that the massive numbers of generations produced, and the mutations created, would be the equivalent of millions of years of supposed evolutionary time. Furthermore, intelligent scientists have acted as the “selecting agent,” thus speeding up the accumulation of “beneficial” mutations. If evolution by genetic mutation and natural selection really can occur, we should discover that the fruit fly has mutated into several new kinds of animals that branch out from their “flyhood” into other types of organisms. We should see creatures that are part fly and part something else.
What do we see? Fruit flies. That is all we see. After a hundred years of experimentation, thousands of lab-induced mutations in multiplied millions of flies, and intelligent, purposeful selection acting on those mutations, the world’s most brilliant minds have not been able to produce any creatures other than Drosophila. Concerning the fruit fly stasis, the late evolutionist Pierre Grassé stated: “The fruitfly (Drosophila melanogaster), the favorite pet insect of the geneticists, whose geographical, biotopical, urban, and rural genotypes are now known inside out, seems not to have changed since the remotest times (as quoted in Sherwin, n.d.). Norman Macbeth highlighted the late evolutionist Richard Goldschmidt’s thoughts about the fruit fly: “After observing mutations in fruit flies for many years, Goldschmidt fell into despair. The changes, he lamented, were so hopelessly micro that if a thousand mutations were combined in one specimen, there would still be no new species” (1971, p. 33). The bottom line of all experiments ever done on fruit flies is that they stay fruit flies.
The results of such experimentation “fly” in the face of evolution, but they are exactly what one would expect to find if the biblical story of Creation is true. Darwin’s finches, fruit flies, and all other living organisms in the material world have been producing after their own kind since the beginning of creation. Since Darwin refused to recognize that small changes within a kind cannot be used to extrapolate unlimited changes into many different kinds of animals, his theory cannot be maintained in the face of what true science teaches us about the biology of living organisms.

THE FOSSILS HAVE ALWAYS SAID “NO” TO DARWIN

In the May 6, 2002 edition of Newsweek, Fred Guterl wrote a brief article titled “Evolution: Birds Do It” (139[18]:11). The gist of the article centered on the aforementioned Peter and Rosemary Grant, “a married team of biologists from Princeton, [who] have worked for three decades to fill in Darwin’s blanks” (emp. added).
The major problem with Mr. Guterl’s article, and many people’s understanding of Darwinian evolution, hinges on the fact that he apparently was not aware of the true “blanks” that need to be filled in with regard to Darwin’s theory. In the opening paragraph of the article he wrote: “Charles Darwin described how the daily struggle for food and sex ultimately determines the future of a species, be it dinosaur, bird or human. He had plenty of fossil evidence to back him up, but he never actually observed natural selection taking place” (emp. added).
In sharp contrast to this statement, the tenth chapter of The Origin of Species is titled “On the Imperfection of the Geological Record.” In it, Darwin argued that, due to the process of natural selection, “so must the number of intermediate varieties, which have formerly existed, be truly enormous” (1860, p. 234). However, he went on to admit: “Geology assuredly does not reveal any such finely graduated organic chain; and this, perhaps, is the most obvious and serious objection which can be argued against this theory. The explanation lies, I believe, in the extreme imperfection of the geological record” (p. 234).
Darwin most certainly did not have “plenty of fossil evidence to back him up.” He hoped that future geological research would fill in those blanks, due to the fact that fossil evidence was the primary proof needed to verify his theory. Unfortunately for Darwin and his theory, that evidence has been much less forthcoming than he had hoped. In fact, if Mr. Guterl had checked his own publication’s archives before he printed his misleading article, he would have discovered that in the November 3, 1980 issue of Newsweek, Jerry Adler went on record as stating: “Evidence from fossils now points overwhelmingly away from the classical Darwinism which most Americans learned in high school: that new species evolve out of existing ones by the gradual accumulation of small changes, each of which helps the organism survive and compete in the environment” (96[18]:95, emp. added). Nothing in this regard has changed in the more than two decades since Mr. Adler made his admission.
The cover of the March 1-7, 2008 issue of NewScientist pictures an illustrator’s attempt at drawing a half fish/half reptilian creature. Above the illustration is the title: “Amazing Missing Links: Creatures that Reveal the Real Power of Evolution.” Allegedly, evolutionists “have abundant evidence for how all the major groups of animals are related, much of it in the form of excellent transitional fossils” (Prothero, 2008, 197[2645]:35). After making half a page of introductory comments, the author, Donald Prothero, listed several alleged transitional fossils, which supposedly “are conclusive proof that evolution has occurred, and is still occurring” (p. 41). Included in this list were a variety of animals—from velvet worms to dinosaurs, and giraffes to manatees. Readers, however, have to go no further than Prothero’s introduction to see the inaccuracy of his assertions.
Prothero introduced his list of “transitional forms” that supposedly prove evolution with two examples to which science dealt a crushing blow long ago. Prothero wrote: “Darwin’s 1859 prediction that transitional forms would be found was quickly confirmed. In 1861 the first specimen of Archaeopteryx—a classic transitional form between dinosaurs and birds—was discovered, and in the 1870s the iconic sequence of fossil horses was documented” (p. 35, emp. added). Of the alleged “numerous fossils and fossil sequences showing evolutionary change,” Prothero chose to begin his article with Archaeopteryx and the “sequence of horse fossils,” both of which are supposedly “documented” proof of evolution. In truth, Archaeopteryx and the horse family tree are light years away from confirming evolution.
Regarding horse evolution, the fossil record simply does not bear out what NewScientist writer Prothero claimed. In fact, due to the glaring lack of fossil evidence linking the various horse “family members” together, even prominent evolutionists have abandoned the “horse evolution” argument. Prothero claimed that as far back as “the 1870s the iconic sequence of fossil horses was documented” (p. 35). Since that time, however, evolutionists such as Dr. George Gaylord Simpson have admitted, “The uniform, continuous transformation of Hyracotherium into Equus, so dear to the hearts of generations of textbook writers, never happened in nature” (Simpson, 1953, p. 125, emp. added). In a 2000 article that appeared in the journal Natural History, Dr. Stephen Jay Gould soundly criticized science textbooks’ use of misinformation surrounding the evolution of horses. He wrote:
Once ensconced in textbooks, misinformation becomes cocooned and effectively permanent, because, as stated above, textbooks copy from previous texts. (I have written two essays on this lamentable practice: one on the amusingly perennial description of the eohippus, or “dawn horse,” as the size of a fox terrier, even though most authors, including yours truly, have no idea of the dimensions or appearance of this breed...) [2000, 109[2]:45, emp. added].
In light of such statements by renowned evolutionists, one wonders how Prothero can be so confident that the evolution of horses was documented by fossils as far back as the 1870s. Is Prothero’s article just another example of how “misinformation becomes cocooned and effectively permanent” in many evolutionary writings?
And what about Archaeopteryx? Is it a “confirmed” transitional form, as Prothero asserted? Simply because Archaeopteryx has teeth in its beak and claws on its wings, does not prove that it was the transitional form between reptiles and birds. Consider that some modern birds have claws on their wings, and yet no one thinks of them as being missing links. The African bird known as touraco has claws on its wings, as does the hoatzin of South America when it is young. Both of these birds use their fully functional claws to grasp branches and climb trees. If you have ever seen an ostrich close up, you might have noticed that it, too, has claws on each wing and can use them if attacked. Obviously, simply because a bird in the fossil record is discovered with claws on its wings does not mean that it is a transitional fossil.
In 1993, Science News reported that an odd fossil bird had been unearthed in Mongolia. It supposedly is millions of years younger than Archaeopteryx and, interestingly, had teeth in its beak (Monasterky, 1993, 143:245). As with the claws on the wings of Archaeopteryx, evolutionists cannot prove that the presence of teeth make the animal something more than a bird. What’s more, consider that while most reptiles have teeth, turtles do not. And, some fish and amphibians have teeth, while other fish and amphibians have no teeth. How can evolutionists be so sure that Archaeopteryx’s teeth make it a dinosaur-bird link? Such an assertion is based on unprovable assumptions.
Archaeopteryx also had fully formed feathers, just like living birds. Fossils of Archaeopteryx leave no hint of the animal being a half-scaly/half-feathered creature. It was not in some kind of in-between stage. Furthermore, “[e]xperts don’t know what Archaeopteryx’s closest [alleged—KB/EL] dinosaur ancestor looked like—fossils haven’t yet been found” (“Fossil Evidence,” 2007), i.e., evolutionists have been entirely unsuccessful in finding the real alleged transitional forms between dinosaurs and birds.
Finally, what makes the suggestion that Archaeopteryx was the missing link between reptiles and birds even more unbelievable is that “[a]nother bird fossil found in the desert of west Texas in 1983, Protoavis, is dated even earlier, 75 million years before Archaeopteryx” (DeYoung, 2000, p. 37, emp. added). Although some paleontologists have questions about the fossil remains of Protoavis (birds, after all, were not supposed to be around with the “earliest dinosaurs”), Dr. Chatterjee of Texas Tech University “has pointed out, the skull of Protoavis has 23 features that are fundamentally bird-like, as are the forelimbs, the shoulders, and the hip girdle” (Harrub and Thompson, 2001). In 1991, Science magazine ran a story titled “Early Bird Threatens Archaeopteryx’s Perch,” wherein Alan Anderson wrote: “His [Chaterjee’s—KB/EL] reconstruction also shows a flexible neck, large brain, binocular vision, and, crucially, portals running from the rear of the skull to the eye socket—a feature seen in modern birds but not dinosaurs” (253:35).
The fact is, the fossil record does not, in any way, demonstrate that dinosaurs evolved into birds or that horses evolved from little, dog-like creatures. Ironically, although Prothero, writing for New Scientist, wrote that a “favourite lie” of creationists is ‘there are no transitional fossils’” (2008, 197[2645]:35), evolutionist Mark Ridley wrote an article for the same journal 27 years earlier and confessed that “no real evolutionist, whether gradualist or punctuationist, uses the fossil record as evidence in favor of the theory of evolution as opposed to special creation...” (1981, 90:832, emp. added).

EVOLUTION CANNOT ACCOUNT FOR THE ORIGIN OF LIFE

Darwin’s theory of evolution is false for a host of reasons, not the least of which is the fact that it cannot account for the origin of life. According to Darwin, the simple cell, which he honestly thought was simple—contrary to modern cell biology—could have arisen from non-living chemicals in a warm little chemical pond (Darwin, 1959, 2:202).
Every evolutionary scientist must recognize that the fundamental tenet of organic evolution is the idea that life arose from non-living material substances such as chemicals. This idea, often referred to as spontaneous generation, certainly is testable. Ironically, however, biological scientists have been testing this idea for centuries and have discovered that life in this Universe does not and cannot arise spontaneously from natural processes. This fact is well-known and admitted even by evolutionary scientists. George Wald, the Harvard professor who was awarded the Nobel Prize for Physiology or Medicine, wrote in Biological Sciences: “If life comes only from life, does this mean that there was always life on earth? It must, yet we know that this cannot be so. We know that the world was once without life—that life appeared later. How? We think it was by spontaneous generation” (1963, p. 42, emp. added). David Kirk noted: “By the end of the nineteenth century there was general agreement that life cannot arise from the nonliving under conditions that now exist upon our planet. The dictum ‘All life from preexisting life’ became the dogma of modern biology, from which no reasonable man could be expected to dissent” (1975, p. 7). Even the eminent evolutionist George Gaylord Simpson and his colleagues observed that “there is no serious doubt that biogenesis is the rule, that life comes only from other life, that a cell, the unit of life, is always and exclusively the product or offspring of another cell” (1965, p. 144, emp. added). And marine biologist Martin Moe stated:
A century of sensational discoveries in the biological sciences has taught us that life arises only from life, that the nucleus governs the cell through the molecular mechanisms of deoxyribonucleic acid (DNA) and that the amount of DNA and its structure determine not only the nature of the species but also the characteristics of individuals (1981, p. 36, emp. added).
In 2005, Dr. Robert Hazen, a well-respected origins-of-life researcher, produced a college-level course titled “Origins of Life.” In that course, he made several telling admissions. He stated: “First, this course is unusual because at this point in time, there is much that we don’t know about how life emerged on Earth” (p. 5). He further declared:
This course focuses exclusively on the scientific approach to the question of life’s origins. In this lecture series, I make an assumption that life emerged from basic raw materials.... Even with this scientific approach, there is a possibility that we’ll never know how life originated.... If life is the result of an infinitely improbable succession of chemical steps, then any scientific attempt to understand life’s origin is doomed to failure (1:6, emp. added).
According, then, to every piece of experimental datum that has been collected, life in this material Universe does not arise from non-living chemicals. Thousands of experiments have been designed and executed, each of which verify this fact (for more information see Thompson, 1989). Biogenesis deals the crushing blow to Darwin’s theory.

EVOLUTION FALSLY IMPLIES THAT THERE IS NO MORAL STANDARD

In grappling with the moral implications of his theory, Charles Darwin arrived at the only conclusion that can be inferred logically. He stated: “A man who has no assured and ever present belief in the existence of a personal God or of a future existence with retribution and reward, can have for his rule of life, as far as I can see, only to follow those impulses and instincts which are the strongest or which seem to him the best ones” (1958, p. 94, emp. added).
William Provine, a professor in the Department of Ecology and Evolutionary Biology at the distinguished Cornell University, commented on Darwin’s position on morals as they relate to evolution. Eleven years ago, Provine delivered the keynote address at the second annual Darwin Day on the campus of the University of Tennessee in Knoxville. In an abstract of that speech, on UT’s Darwin Day Web site, Provine’s introductory comments are recorded in the following words: “Naturalistic evolution has clear consequences that Charles Darwin understood perfectly. 1) No gods worth having exist; 2) no life after death exists; 3) no ultimate foundation for ethics exists; 4) no ultimate meaning in life exists; and 5) human free will is nonexistent” (1998, emp. added).
Carefully notice the underlying effects of such assertions. If there is no God, as Darwin admitted evolution implies, then humans are not bound by any moral standard other than the instincts that each human desires to follow. Thus, if one person considers it best to beat his children, while another considers it best to lovingly nurture his children, according to evolution, both would be acting in accord with their evolutionary origins, and neither would be guilty of any real, moral right or wrong. [NOTE: cf. two previous Reason & Revelation articles document what happens when Darwin’s thoughts are practically applied to the human experience (see Butt, 2008a, Butt, 2008b).] Heinously immoral actions, such as infanticide, rape, murder, sexual promiscuity, pedophilia, homosexuality, adultery, and abortion, have all found justification in Darwin’s theory. Darwin’s theory implies that humans can act like animals without any moral responsibility.

CONCLUSION

In the creation/evolution debate, 2009 promises to be an eventful year. Darwin will be honored, adored, praised, and worshiped by his faithful followers, in spite of the fact that his ideas were not only wrong, but often detrimental to the moral fabric of human society. In this article, we have provided only a few of the myriad evidences that disprove evolution. We could multiply this material by 100 and still only scratch the surface of all the lines of evidence that “kill” the theory of evolution. As Darwin himself said years ago: “To kill an error is as good a service as, and sometimes even better than, the establishing of a new truth or fact” (“The Quotable Darwin,” 2009).

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