October 30, 2015

Behemoth: A Tail Like a Cedar? by Dave Miller, Ph.D.


http://apologeticspress.org/apPubPage.aspx?pub=1&issue=1010

Behemoth: A Tail Like a Cedar?

In His description of behemoth, God states emphatically that the creature “moves his tail like a cedar” (Job 40:17). Yet many commentators have insisted that behemoth is to be identified as either the elephant, or more likely, the hippopotamus (cf. the NIV footnote at Job 40:15: “Possibly the hippopotamus or the elephant”). Since both of these animals have farcically tiny tails, the comparison of behemoth’s tail with a cedar must be explained in some way.
One explanation is to claim that the term “tail” (zah-nahv) refers to a general appendage and so may refer to an elephant’s “trunk” (e.g., Harris’ note in Harris, et al., 1980, 1:246). Of course, this position logically surrenders the view that behemoth was a hippopotamus. In either case, however, no linguistic evidence supports this speculation, as Hebrew lexicographers uniformly define the word as the “tail” of an animal (Brown, et al., 1906, p. 275; Holladay, 1988, p. 90; Davidson, 1850, p. 240; Gesenius, 1847, p. 248;Hebrew-English…, n.d., p. 75). Further, a simple perusal of the use of the term elsewhere in the Old Testament confirms this definition. Occurring 11 times in the Hebrew text of the Old Testament (Wigram, 1890, p. 389), the word is used one time to refer to the tail of a snake (Exodus 4:4), 3 times in Judges 15:4 to refer to fox tails, 4 times in a figurative sense to refer to persons of lower rank in society in contrast to the “head,” i.e., persons of higher rank (Deuteronomy 28:13,44; Isaiah 9:14; 19:15; see Barnes, 1847, 1:197-198,336-337), one time in a figurative sense to indicate the contemptible, lying prophet in contrast with “the elder and honorable” (Isaiah 9:15), and once in Isaiah 7:4 to refer figuratively to King Rezin of Syria and King Pekah of Israel as the tail ends of smoking firebrands (wooden pokers—Gesenius, p. 18). The final occurrence is the reference to the tail of behemoth in Job. Obviously, like the foxes of Judges 15 and the snake of Exodus 4, the tail of behemoth refers to the animal’s literal tail.
Another explanation suggests that only a branch of the cedar is being compared to behemoth’s tail. On the face of such a suggestion, it is difficult to believe that God would call Job’s attention to the tail of the hippopotamus, as if the tail had an important message to convey to Job. In essence, God would be saying to Job: “The behemoth is such an amazing creature—it has a tail like a twig!” Since the context of Job 40 indicates God’s words were intended to impress Job with his inability to control/manage the animal kingdom, such a comparison is meaningless, if not ludicrous.
The Hebrew term rendered “cedar” (eh-rez) refers to a tree of the pine family, the cedrus conifera(Gesenius, 1847, p. 78), more specifically and usually, the cedrus libani—the cedar of Lebanon (Harris, et al., 1980, 1:70). The tree and its wood are alluded to frequently in the Old Testament (some 72 times—Wigram, 1890, p. 154). The renowned cedars of Lebanon grew to an average height of 85 feet, with a trunk circumference averaging 40 feet, and branches that extended horizontally as long as the height of the tree itself (Harris, et al., 1:70). Indeed, the branches themselves were tree-like in size. King Solomon made extensive use of the cedars of Lebanon in his construction projects. The House of the Forest of Lebanon which he built was 45 feet high (comparable to a four-story building today), with its top horizontal beams situated on rows of cedar pillars (1 Kings 7:2-3). No longer the prolific trees they once were, in antiquity they grew in abundance (cf. 1 Chronicles 22:4; Ezra 3:7; Psalm 92:12; 104:16).

“Prodigious Bulk”

Even as Ophir was renowned for the unique quality of its gold (e.g., Isaiah 13:12), the allusions in the Bible to cedars make it clear that the tree was distinguished for its mammoth size, height, and stability. Respected biblical lexicographer John Parkhurst alluded to its “prodigious bulk” (1799, p. 678). In his 1878 book Bible Lands, Henry Van-Lennep observed that the cedar was known as “the image of grandeur and glory” (p. 146). In his Bible Lands Illustrated, Henry Fish described its majesty:
[T]heir massive branches, clothed with a scaly texture almost like the skin of living animals, and contorted with all the multiform irregularities of age, may well have suggested those ideas of regal, and almost divine strength and solidity which the sacred writers ascribe to them…. How natural that Hebrew poets selected such…colossal trunks as emblems of pride, andmajesty, and power (p. 685-686, emp. added).
The cedar stands out from all other trees alluded to in the Bible in terms of its size, including the olive, fig, sycamore, pomegranate, almond, acacia, terebinth, myrtle, tamarisk, and even the oak (Padfield, 2011; “Trees in the Land…,” 2011; Baker, 1974).
The cedar is often used metaphorically in the Bible to accentuate these qualities in the object of comparison. For example, consider Isaiah’s prediction of the coming Day of the Lord, which would be a day in which everything that is “high and lifted up” would be brought low—beginning with the cedars of Lebanon, but also including high mountains, high towers and fortified walls, the large and seaworthy ships of Tarshish, and most certainly, man’s pride and haughtiness (2:12-18). Similarly, God pronounced judgment on the mighty Assyrian king Sennacherib because he dared to reproach the Lord and boast: “By the multitude of my chariots I have come up to the height of the mountains, to the limits of Lebanon; I will cut down its tall cedars and its choice cypress trees; I will enter its farthest height” (Isaiah 37:24, emp. added; cf. 2 Kings 19:23).
God declared through the prophet Amos that it was He who enabled the Israelites to occupy the land of Canaan by clearing Palestine of the Amorite “whose height was like the height of the cedars” (Amos 2:9, emp. added). God instructed Ezekiel to speak a parable to his fellow citizens that described how a great eagle “came to Lebanon and took from the cedar the highest branch” (Ezekiel 17:3), i.e., the highest official (King Jehoichin), but one day God would take from the highest branches of the cedar a great replacement, i.e., the Messiah (vs. 22-24). Consider God’s instructions to Ezekiel concerning the speech he was to make to the Egyptian Pharoah:
Son of man, say to Pharaoh king of Egypt and to his multitude: “Whom are you like in your greatness? Indeed Assyria was a cedar in Lebanon, with fine branches that shaded the forest, and of high stature; and its top was among the thick boughs. The waters made it grow; underground waters gave it height….Therefore its height was exalted above all the trees of the field; Its boughs were multiplied, and its branches became long because of the abundance of water, as it sent them out” (Ezekiel 31:2-5, emp. added).
When King Amaziah tried to goad King Jehoash into armed conflict, Jehoash sent a parable that portrayed Amaziah as a measly thistle in contrast to Jehoash the cedar (2 Kings 14:9). Ezekiel compared Tyre to a mighty ship whose mast was made from a cedar from Lebanon (27:5). Zechariah pronounced disaster on those who attack Israel, comparing their downfall to the falling of the “mighty” (“glorious”—ASV/ESV) cedar of Lebanon (11:2).
In all these references, size and height are inherent in the comparison between the cedar trees and their moral or spiritual counterpart. What’s more, though the cedar tree, and especially the cedar of Lebanon, was considered mammoth in its strength and size, the psalmist assures us that the Lord’s voice alone can easily break, splinter, and crush the mighty cedar (Psalm 29:5). So for God to bring to Job’s attention the tail of behemoth, comparing it to a cedar, most certainly means that God intended to dazzle Job with the sheer magnitude of even the creature’s tail (let alone the rest of him!). This creature’s brute strength and size were such that Job would not even consider attempting to subdue or control it. God’s point? The same as it was for describing leviathan: “Who then is able to stand against Me?” (Job 41:10).
How intimidated would Job have been—what weight would God’s argument have carried with Job—if God compared behemoth’s tail merely to a twig or branch? How powerful and effective would God’s argument have been in Job’s mind if God were referring merely to the tail of an elephant, hippopotamus, rhinoceros, or even a wooly mammoth? The argument would have fallen flat. An elephant or hippo’s tail would be better likened to a short, pliable whip or cord that swishes quickly from side to side—not the movement of a cedar which sways slowly due to its enormity. Even the purpose of a hippo’s tiny, stump-like tail is hardly noble: “The hippo’s flat, paddle-like tail is used to spread excrement, which marks territory borders and indicates status of an individual” (“Hippopotamus,” n.d.). No, God had to be referring to a creature, with which Job was fully familiar, that was so gargantuan and possessed such strength that even its tail was beyond human control. What other land creature on Earth possesses a tail that merits being compared to a tree? There is no such creature—except a dinosaur.

DINOSAURS WITH TAILS LIKE TREES

Take, for example, Apatosaurus, whose overall body length could reach 90 feet, which included a long, prodigious tail “held together with 82 bones” (Viegas, 2011). Argentinosaurus stood 70 feet high (about the size of a six story building), weighed 100 tons, and was some 120 feet in length (three long school buses placed end to end), with over a third of that length consisting of its massive tail. Diplodocus was an enormous-tailed giant, measuring some 90 feet long, with a 26 foot long neck and a 45 foot long tail (Col, 1996a). The creature’s name derives from the Greek words diploos (double) and dokos (beam), a reference to its double-beamed chevron bones located in the underside of the tail (“Diplodocus,” 2011). Scientists think the 85-foot-long Brachiosaurus used its long, thick tail to brush away most attackers (Col, 1996b). Similarly, Supersaurus measured about 138 feet, with perhaps nearly half that length consisting of its tree-like tail also used for protection (Col, 1996c). Seismosaurus measured from 130-170 feet long with a tail that contained at least one unusual wedge-shaped vertebra that gave it a kink, again, enabling it to use its movable tail for protection (Col, 1996d). [NOTE: The word translated “moves” (NKJV/ASV), “bends” (NASB), “sways” (NIV), or “makes stiff” (ESV/RSV) is from a Hebrew verb (chah-phetz) that means “to bend down” (Brown, et al., p. 343; Harris, et al., p. 311), “to bend, to curve” (Gesenius, p. 296), “to bend, incline” (Davidson, 1850, p. 270), “let hang” (Holladay, 1988, p. 112), or “stretch out” (Botterweck, 1986, 5:92).]

THE POINT

Picture a mere human wrapping his arms around a 40-foot circumference cedar tree that is 85 feet long, and then attempting to sway or swing it back and forth like the tail of an animal. The image is laughable! And God’s point was just that poignant and penetrating. The comparison was sufficient to evoke the desired effect in Job, who humbly exclaimed: “I know that You can do everything, and that no purpose of Yours can be withheld from You…. Therefore I have uttered what I did not understand, things too wonderful for me, which I did not know…. Therefore I abhor myself, and repent in dust and ashes” (Job 42:2-6).
The imposing intimidation of modern pseudo-science, that dominates the intellectual landscape of the world, has succeeded in pressuring many to compromise the biblical text in hopes of retaining what they conceive to be academic legitimacy and sophistication. Nevertheless, abundant bona fide evidence exists to demonstrate that dinosaurs were created by God on the same day of Creation as humans (Genesis 1:24-31), that dinosaurs and humans once cohabitated (cf. Lyons and Butt, 2008), and that the incredible creature of Job 40 was, in fact, some kind of dinosaur.

REFERENCES

Baker, Richard St. Barbe (1974), Famous Trees of Bible Lands (London: H.H. Greaves).
Barnes, Albert (1847), Notes on the Old Testament: Isaiah (Grand Rapids, MI: Baker, 2005 reprint).
Botterweck, G. Johannes and Helmer Ringgren (1986), Theological Dictionary of the Old Testament(Grand Rapids, MI: Eerdmans).
Brown, Francis, S.R. Driver, and Charles Briggs (1906), The Brown-Driver-Briggs Hebrew and English Lexicon (Peabody, MA: Hendrickson, 2004 reprint).
Col, Jeananda (1996a), “Diplodocus,” Enchanted Learning, http://www.enchantedlearning.com/subjects/dinosaurs/dinos/Diplodocus.shtml.
Col, Jeananda (1996b), “Brachiosaurus,” Enchanted Learning, http://www.enchantedlearning.com/subjects/dinosaurs/dinos/Brachiosaurus.shtml.
Col, Jeananda (1996c), “Supersaurus,” Enchanted Learning, http://www.enchantedlearning.com/subjects/dinosaurs/dinos/Supersaurus.shtml.
Col, Jeananda (1996d), “Seismosaurus,” Enchanted Learning, http://www.enchantedlearning.com/subjects/dinosaurs/dinos/Seismosaurus.shtml.
Davidson, Benjamin (1850), The Analytical Hebrew and Chaldee Lexicon (Grand Rapids, MI: Zondervan, 1970 reprint).
“Diplodocus” (2011), Nature: Prehistoric Life, BBC, http://www.bbc.co.uk/nature/life/Diplodocus.
Fish, Henry C. (1876), Bible Lands Illustrated (New York: A.S. Barnes).
Gesenius, William (1847), Hebrew and Chaldee Lexicon (Grand Rapids, MI: Baker, 1979 reprint).
Harris, R. Laird, Gleason Archer, Jr. and Bruce Waltke, eds. (1980), Theological Wordbook of the Old Testament (Chicago, IL: Moody).
Hebrew-English Lexicon (no date), (London: Samuel Bagster).
“Hippopotamus” (no date), African Wildlife Foundation, http://www.awf.org/content/wildlife/detail/hippopotamus.
Holladay, William (1988),  A Concise Hebrew and Aramaic Lexicon of the Old Testament (Grand Rapids, MI: Eerdmans).
Lyons, Eric and Kyle Butt (2008), The Dinosaur Delusion (Montgomery, AL: Apologetics Press).
Padfield, David (2011), “Bible Times: Trees of the Bible,” http://www.padfield.com/bible-times/trees/.
Parkhurst, John (1799), An Hebrew and English Lexicon (London: F. Davis), http://books.google.com/books?id=D3pHAAAAYAAJ&pg= RA1-PA678&lpg=RA1-PA678&dq=cedrus+conifera&source=bl&ots= HfK67OCFSi&sig= n1AMTXpHWZKCyXj5qev3h3g_jpU&hl=en&ei=1YSsTdvMH4_AgQfdkO3zBQ&sa= X&oi=book_result&ct=result&resnum= 2&ved= 0CBsQ6AEwAQ#v=onepage&q=cedrus%20conifera&f=false.
“Trees in the Land of the Bible” (2011), Jewish National Fund, http://www.kkl.org.il/kkl/english/ main_subject/education/education/ trees%20in%20the%20land%20of%20the%20bible.x.
Van-Lennep, Henry J. (1875), Bible Lands: Their Modern Customs and Manners (New York: Harper).
Viegas, Jennifer (2011), “Apatosaurus: The Dinosaur Formerly Known as Brontosaurus,” Discovery Channel, http://dsc.discovery.com/dinosaurs/apatosaurus.html.
Wigram, George W. (1890), The Englishman’s Hebrew and Chaldee Concordance of the Old Testament(Grand Rapids, MI: Baker, 1980 reprint).

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



http://apologeticspress.org/apPubPage.aspx?pub=1&issue=1007

Homosexuality and Public Education

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 aboutDaddy’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 yearbecause 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 andunprecedented 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, CNNdid 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 aCNN 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 cannotproselytize 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.

A Review of Discovery Channel's "Curiosity: Did God Create the Universe?" by Jeff Miller, Ph.D.


http://apologeticspress.org/apPubPage.aspx?pub=1&issue=1004

A Review of Discovery Channel's "Curiosity: Did God Create the Universe?"

Perhaps you saw the advertisements leading up to the commencement of Discovery Channel’s latest television series titled, “Curiosity,” in which things that humans are curious about are featured in each week’s new episode. The first show addressed the question, “Did God Create the Universe?” (“Curiosity…,” 2011). Perhaps you, like me, were hopeful that this often biased media outlet and longtime supporter of the liberal agenda would give the Creation perspective a fair shake. Sadly, hopes were dashed. For one hour, renowned atheist, theoretical physicist, and cosmologist of Cambridge University, Stephen Hawking, was given a platform to spread his atheistic perspective.
Throughout the show, Hawking is the speaker, although the voice switches between his computer-generated voice (Hawking has Lou Gehrig’s disease and cannot speak) and that of a man speaking for him with a British accent. The primary thrust of the show was for Hawking to assert the idea that the reasons many people have had in the past for being theists—namely that there are things we cannot explain in the Universe without a Supernatural cause—are no longer relevant. Though people used to attribute thunder and lightning to gods, we now know, scientifically speaking, what is actually occurring. So, a higher being is not necessary as an explanation, according to Hawking. He believes that everything, including origins, can be explained through science and nature without the need for God. While wrapping up the show, after discussing his theory about the origin of the Universe, he says, “So, what does that mean on our quest to find out if there is a God? It means that…you don’t need a God to create it. The Universe is the ultimate free lunch” (“Curiosity…”). Though he boldly and presumptuously makes that claim, he does not even address many of the arguments theists have used for centuries which still stand as proof positive that God exists (e.g., the Moral Argument, Teleological Argument, Aesthetical Argument, Intuitional Argument, and Ontological Argument). He spends his time addressing only one of the arguments—the Cosmological Argument, along with the law of nature closely connected with it, the Law of Causality. His dealings with that argument illuminate the fact that atheism, even in this enlightened age, is still an inadequate worldview.

Logical Fallacies

Much of the first part of the show tap dances around the common logical fallacies known as an “appeal to consequences” and “straw man” (“Appeal to Consequences,” 2009; “Straw Man Fallacy,” 2009). The viewer is subtly encouraged to be an atheist (1) because of the pagan religious beliefs of the Vikings and other religionists of old who erroneously used various gods as a way to explain common natural phenomena, and (2) because of the inappropriate behavior of certain Catholic authorities in antiquity who viewed belief in the laws of nature as a heretical concept. The impression is left that such examples exemplify the nature of theism.
Such individuals in history, carrying the banner of theism, have been sadly misled, but such examples do not exhibit the nature of true theism. The views and practices of such people should not be a factor in the determination of truth, just as the views of the scientific world in the 1400s that spontaneous generation occurs should not be used as a reason to reject science. Likewise, the behaviors of some atheists throughout history, including Hawking himself, should not be used to dismiss atheism. Truth stands on its own, regardless of those who do or do not espouse it or represent it accurately.

“No Cook Needed” for the Universe Recipe

Halfway through the show, Hawking gets to his defense of his primary assertion—God is not necessary for the creation of the Universe. He boldly states, “Despite the complexity and variety of the Universe, it turns out that to make one, you need just three ingredients” (“Curiosity…”). He explains that those ingredients are matter, energy, and space, and further explains that matter and energy, according to Einstein, are ultimately one and the same. So, Hawking revises his cosmic cookbook and asserts that only two ingredients are really needed to make a Universe—energy and space. These, Hawking states, “were spontaneously generated in an event we now call ‘The Big Bang’” (“Curiosity…”).
How can one get these two ingredients from nothing? Hawking uses an illustration involving a man who builds a hill by digging a hole in the ground, thus perfectly balancing out the “positive” hill with the “negative” hole. He then claims, “This is the principle behind what happened right at the beginning of the Universe. When the Big Bang produced a vast amount of positive energy, it simultaneously produced the same amount of negative energy” (“Curiosity…”). But how could a bang “produce” or create somethingfrom nothing? A bang has no creative power. It is merely an explosion that is generated from already existing substances. Expansion will occur in an explosion, sometimes resulting in an enormous blast radius in comparison to its initial state, but there must initially be something to explode and expand from. Using Hawking’s analogy, how could a hole or hill be made without first having dirt—or in the case of the supposed Universe creation, energy? Where did the dirt, or energy, first come from?
Although such a contention is logically impossible, Hawking asserts that quantum mechanics provides the answer. According to Hawking, at the sub-atomic level, “conjuring something out of nothing is possible, at least for a short while” (“Curiosity…,” emp. added). Particles “can appear at random—stick around for a while and then vanish again to reappear somewhere else” (“Curiosity…,” emp. added). Since this happens, theoretically, in the sub-atomic world, then according to Hawking, the Universe could have popped into existence from nothing as do these particles. How, exactly, it follows from quantum particle generation that spontaneous Universe generation is possible is a mystery, especially without any empirical evidence to support such a contention. Further, how, exactly, would spontaneous energy generation work without violating the First Law of Thermodynamics—i.e., that energy cannot be created or destroyed in nature, but can only change forms (see Miller, 2007)? If the Universe—all nature with all of its space, energy, and matter—came into existence on its own from nothing, the First Law would be violated.
As will be discussed, Hawking firmly believes in the immutability of the laws of nature and their application to the Universe as a whole. So, he would not wish to contradict his firm reliance on the laws of nature by holding to a theory that would violate one of those laws—and yet, his position (i.e., all energy coming from nothing) requires such a violation. Notice, however, that he contradicts himself on this matter. While he wants to believe that everything came from nothing, as his own statements imply, the alleged popping particles are actually already in existence and merely disappear and “reappear,” jumping around to different places. Thus, the ultimate problem with the atheistic position remains. Where did these particlesoriginally come from? And where’s the empirical evidence that these particles that pop in and out of existence could stick around for the alleged billions of years of our existence, instead of the “short while” he asserts is possible? He does not explain. The truth is, there is no empirical evidence to verify the theory that sub-atomic particles could pop into existence and stick around for long periods of time at all, much less develop into a Universe over billions of years. That being the case, how would we expect Hawking to press the matter further? He cannot press what he cannot prove, and therefore, he moves on without further presentation of evidence. He condescendingly alleges, “Unless mathematics is your thing, this is hard to grasp, but it’s true” (“Curiosity…”). So, we are left to just blindly take his word for it and trust that he has the answer—though he will not share it.

Quantum Mechanics and Universe Generation

Stephen Hawking in 1999
Though Hawking does not enter into a discussion of the topic, a review of the scientific literature on the idea of quantum vacuum fluctuations accounting for the creation of the Universe reveals that such a theory does not actually start with nothing and end with something—which is what Hawking needs in order to eliminate the necessity of a higher being. In keeping with the First Law of Thermodynamics, quantum theories start with something and end with something. So, quantum mechanics does not provide an answer as to where the original “something” came from. Prominent humanist mathematician and science writer, Martin Gardner, wrote: “It is fashionable now to conjecture that the big bang was caused by a random quantum fluctuation in a vacuum devoid of space and time. But of course such a vacuum is a far cry from nothing” (2000, p. 303, emp. added). Philip Yam of Scientific American wrote: “Energy in the vacuum, though, is very much real. According to modern physics, a vacuum isn’t a pocket of nothingness. It churns with unseen activity” (1997, p. 82, emp. added). Edward Tryon, professor of physics at Hunter College in Manhattan, proposed the idea that the Universe could be the result of a large-scale vacuum energy fluctuation (1973). Alan Guth, professor of physics at M.I.T., wrote in response: “In this context, a proposal that the universe was created from empty space is no more fundamental than a proposal that the universe was spawned by a piece of rubber. It might be true, but one would still want to ask where the piece of rubber came from” (1997, p. 273). Theoretical physicist Alexander Vilenkin, a professor of physics and director of the Institute of Cosmology at Tufts University, while explaining the problems inherent in Tryon’s work, said:
A more fundamental problem is that Tryon’s scenario does not really explain the origin of the universe. A quantum fluctuation of the vacuum assumes that there was a vacuum of some pre-existing space. And we now know that “vacuum” is very different from “nothing.” Vacuum, or empty space, has energy and tension, it can bend and warp, so it is unquestionably something(2006, p. 185, ital. in orig.).
Vilenkin went on to propose that quantum tunneling could be the answer to the creation of the Universe out of nothing. However, quantum tunneling starts with something and ends with something as well. Particles that can jump or tunnel through barriers still must initially exist to do so. So, the problem remains. There must be an ultimate Cause of the Universe. According to Hawking, in order to create a Universe, “you need” energy and space (“Curiosity…”). Though he boldly claims his theory provides these entities, his claims fall quite short of the truth. His needs simply remain unmet—without a Creator.

“There is No Time For God”

Towards the end of the episode, again without having addressed the multitude of arguments that theists have made over the centuries, Hawking asserts that “[t]he role played by time at the beginning of the Universe is, I believe, the final key to removing the need for a Grand Designer and revealing how the Universe created itself” (“Curiosity…”).  According to Hawking, inside a “black hole itself, time doesn’t exist, and that’s exactly what happened at the start of the Universe” (“Curiosity…”). He then claims that since time does not exist in a black hole and the initial moments of the Big Bang were supposedly something of a black hole, there was no time before the Big Bang. He asserts:
You can’t get to a time before the Big Bang, because there was no before the Big Bang. We have finally found something that doesn’t have a cause, because there was no time for a cause to exist in. For me, this means that there is no possibility for a Creator, because there is no time for a Creator to have existed…. Time didn’t exist before the Big Bang. So, there is no time for God to make the Universe in (“Curiosity…”).
Setting aside the unsubstantiated assertion that Hawking can know with complete certainty anything about the true nature of a black hole (and whether they even exist; cf. Muir, 2002 and “New Theories Dispute the Existence of Black Holes,” 2002), and therefore, whether or not he can know the theoretical idea that time does not exist within one, there are still problems with Hawking’s claims. First of all, it is true that Einstein showed that there appears to be a correlation between gravity and time. Perfectly synchronized atomic clocks placed at different elevations on the Earth—and thus, with differing local gravitational accelerations—do not “tick” the same. The higher the gravitational force, the slower time appears to move. So, theoretically, on an entity of infinite mass and infinitesimal volume, and therefore, infinite gravitational acceleration, time would stop. Hawking implies that the initial “cosmic egg”—the “ylem,” as it has been called—was just such an entity. As Robert Jastrow of NASA stated, originally “all matter in the Universe was compressed into an infinitely dense and hot mass” that exploded in the Big Bang (1977, pp. 2-3, emp. added). The problem is that the hypothesis that such an entity was ever in existence is not in keeping with the contentions of Big Bang cosmologists themselves, much less scientific evidence.
First of all, Jastrow’s statements, “all matter” and “infinitely dense,” are contradictory. “All matter” implies that there is a quantifiable amount of matter in the Universe, while “infinitely dense” implies that the amount of matter cannot be enumerated. If matter is quantifiable, then the spatial volume that contains that matter must also be quantifiable, and therefore, its density has a finite value. So, as one should expect, cosmologists do not technically define the ylem as infinite in density, but rather, just really, really dense. The initial cosmic singularity is thought to have been 1014 times the density of water, yet smaller in volume than a single proton. Rick Gore, writing in National Geographic, said, “Astonishingly, scientists now calculate that everything in this vast universe grew out of a region many billions of times smaller than a single proton, one of the atom’s basic particles” (Gore, 1983, 163:705). Karen Fox, physics and astrophysics science writer, said the ylem was a “mind-bogglingly dense atom containing the entire Universe” (Fox, p. 69). So, the singularity is thought to be of a specific size and density—not infinitesimal or infinite, respectively. So, the “cosmic egg” is really not thought to be infinitely dense. Big Bang cosmologists loosely use the term “infinitely” as an approximation for “really, really dense.” Now, don’t miss the ultimate point. In theory, in order for time to completely stop, infinite gravitational acceleration would be necessary, but the hypothetical ylem does not provide that. Thus, time would tick on, albeit, theoreticallyvery slowly. Bottom line: Stephen Hawking’s contention that time did not exist before the Big Bang is without merit—even if the Big Bang were true or even possible, which it is not.
A second problem with Hawking’s statement is that he strongly acknowledges the immutability of the laws of nature, as will be discussed further. These laws, according to Hawking, cannot be violated. They are fixed. The Law of Cause and Effect is no exception. And yet, Hawking contradicts himself by claiming that it was, in fact, violated at the beginning. He has no empirical evidence to substantiate such a claim. Instead, we are to take him at his word, although he claims that science, which is based on empirical evidence, can explain everything. If he, being a scientist intent on finding all of the origin answers without the need of the supernatural, is intent on basing his decisions on only the scientific evidence, then he must find empirical evidence that proves that the Law of Cause and Effect—a law of nature, which he says is immutable and fixed—has ever been violated. Until such evidence can be found, he is unjustified in theorizing such a violation. There is no such evidence—only his conjecture. According to the Law of Rationality, Hawking is guilty of being irrational since he has drawn conclusions that are not warranted by the evidence. To hold to that view is, therefore, illogical and unscientific. By definition, he has abandoned his premise. Science and its natural laws cannot explain the Universe without a Supernatural Creator, because the laws of nature are not in harmony with any theories that require a purely naturalistic origin.
Third, Hawking believes that the Creator would have to exist prior to the Big Bang, assumedly because of his interpretation of the Law of Cause and Effect. He believes that if the Big Bang is true, then time would not have existed before the Big Bang because of Einstein’s findings, and therefore, there could be no prior existence of a Creator and, therefore, no cause. We have already examined the false idea that time would have ceased to exist in the hypothetical “ylem.” However, even granting him his assertion that time could not have existed before the Big Bang, he is incorrect in claiming that the Law of Cause and Effect would prohibit the existence of a Creator. Such a contention illustrates Hawking’s ignorance concerning the true nature of the Law of Causality.
Even if the Big Bang were true (which it is not), the work of a Creator would not be in violation of the Law. First of all, the Law of Causality as a law of natural science only applies to that which can be empirically observed—namely, the natural Universe, not supernatural entities. So, it does not even apply to God. Second, even if it did apply to the Creator, Hawking’s belief that there’s no room for the Creator since the Law of Causality requires a previous cause—which could not be if time did not exist before the Big Bang—is erroneous. The Law of Cause and Effect (or Law of Causality) states that every material effect must have an adequate antecedent or simultaneous cause (see Miller, 2011a). When one sits in a seat, his legs form a lap. The cause of the lap is sitting, which occurs simultaneously with the creation of the lap. So, causes can take place simultaneously with their effects. A proper understanding of the Law of Causality reveals that the Law does not rule out the existence of a Creator even if the Big Bang were true, since the effect of the Universe could occur simultaneous with its causal activity. Again, though Hawking is inaccurate in his use of the Law of Causality, it is ultimately irrelevant since the Big Bang is unscientific and logically impossible.
A fourth problem with his statement is that a black hole is still something—not nothing. In order for time to theoretically not exist in a black hole, there has to be a black hole to start with. The question remains: where did the black hole come from? The Law of Cause and Effect cannot be dodged. A cause is always necessary in nature.
A fifth problem is that Hawking incorrectly assumes that spiritual entities are even bound by time as we know it. The nature of the Creator is such that He is omnipresent (cf. Exodus 3:14; John 8:58; Psalm 90:2,4; Psalm 139:7-8; 2 Peter 3:8; Hebrews 13:8). He is simultaneously everywhere and everywhen. Time is irrelevant to God. The temporal existence we reside in—one in which black holes may exist—came into being a few thousand years ago when God created it. However, He existed long before time came into being. Stephen Hawking betrays his ignorance of true theism by such assertions. Truly, the episode makes it clear that Hawking’s entire perspective on theism has been formed by various false religions—not by true Bible theism.

The Immutable Laws of Nature

Throughout the episode, Hawking ironically comes out strongly in support of the immutability of the laws of nature. He says,
[T]he Universe is a machine governed by principles or laws—laws that can be understood by the human mind. I believe that the discovery of these laws has been humankind’s greatest achievement…. But what’s really important is that these physical laws, as well as beingunchangeable, are universal. They apply not just to the flight of the ball, but to the motion of a planet and everything else in the Universe. Unlike laws made by humans, the laws of naturecannot ever be broken. That’s why they are so powerful (“Curiosity…,” emp. added).
The implications of the immutable laws of nature have long been a strong contention of creation scientists in support of theism. Sadly, though Hawking acknowledges the immutability of the laws of nature, he does not allow his brilliant mind to follow the implications of such strong statements in support of the laws of nature. The laws of nature—specifically the Laws of Thermodynamics (see Miller, 2007), Law of Biogenesis (see Thompson, 2002), Law of Causality (see Miller, 2011a), Laws of Probability (see Miller, 2011b), and Laws of Genetics (see Thompson, 2002)—point unequivocally to the existence of a Supreme Being. With the exception of the Law of Causality, Hawking leaves these laws untouched in his lecture. How presumptuous to assert that science has answered all of life’s questions without the need of God, while not even addressing many of the arguments that theists have used through the millennia to highlight the need of a Supreme Being in the origins equation.
Hawking goes on to say, “If you accept, as I do, that the laws of nature are fixed, then it doesn’t take long to ask what role is there for God” (“Curiosity…,” emp. added). Quite a presumptuous statement to make, to be sure. There are hundreds of creation scientists, myself included, who have come to the exact opposite conclusion. The laws of nature attest to the existence of God. A list of just 186 of those credentialed scientists has been posted on-line by Creation Ministries International (cf. “Creation Scientists…,” 2010; Miller, 2010).
Ironically, though Hawking claims that science can explain our existence without the need of a Creator, in the show he actually acknowledged a significant problem with that claim which is inherent in the laws of nature for which science still cannot even attempt an answer. He said, “Did God create the quantum laws that allowed the Big Bang to occur? In a nutshell, did we need a god to set it all up so that the Big Bang could bang?” (“Curiosity…”). He, of course, made it clear that he did not believe that to be the case. However, he did not even attempt to offer an alternative option, much less any proof for his assertion. He moved on to discuss other matters, never to return to that question. Though he believes science has eliminated the need for a Creator, he simply did not address one of the most powerful proofs that attest to the need of a Supreme Being to explain what we see in nature.
How can there be law without a lawgiver? The eminent atheistic, theoretical physicist, cosmologist, and astrobiologist of Arizona State University, Paul Davies, noted that very thing in the “round table discussion” on the Discovery Channel following “Curiosity,” titled, “The Creation Question: a Curiosity Conversation.” Concerning Hawking, Davies said, “In the show, Stephen Hawking gets very, very close to saying, ‘Well, where did the laws of physics come from? That’s where we might find some sort of God.’ And then he backs away and doesn’t return to the subject” (2011). In response, concerning the laws of science, Davies further said, “You need to know where those laws come from. That’s where the mystery lies—the laws…. I think the key point here is that these very laws that we’re talking about…are simply, for most scientists, unexplained. So, either you have an unexplained God or you have unexplained laws” (“The Creation Question…”). Davies, at least,  is partially correct. The laws of nature are unexplained without God. The question is, who among the atheists are willing to drop all preconceived notions and bias and accept where the scientific evidence points? The answer to that question highlights the fact that most atheists, as well as most people on the entire planet, simply are not interested in the truth—no matter how much they claim that they are. Could it be that most people want to do what they want to do, without having to have a guilty conscience due to disobeying authority—especially the Ultimate Authority?

Unintentional Concessions in Favor of Theism

Though he certainly would not embrace several implications that follow from his statements, in this episode Hawking ultimately concedes the main thrust of at least three of the classical arguments for the existence of God. First of all, he acknowledges the “complexity and variety of the Universe” (“Curiosity…”), which creationists have long contended is evidence of a Designer. An explosion is not capable of the complexity and variety in the Universe. Intelligent design is necessary. Further, he makes the statement,
I believe that the discovery of these laws has been human kind’s greatest achievement. For it’s these laws of nature, as we now call them, that will tell us whether we need a god to explain the Universe at all…. Did God create the quantum laws that allowed the Big Bang to occur? In a nutshell, did we need a god to set it all up so that the Big Bang could bang (“Curiosity…”)?
So, he concedes the need for a law writer, but offers no explanation—other than “a god.” Therefore, by his lack of an alternate explanation, he concedes that there is no other. So, he tacitly concedes the validity of the Teleological Argument for the existence of God. There is evidence of design in the Universe, especially in the design of the laws of nature. Therefore, there must be a Designer—a law Writer.
Early on in the episode, Hawking states, “For centuries it was believed that disabled people, like me, were living under a curse inflicted by God” (“Curiosity…”). He is correct that many people throughout time have incorrectly believed that suffering and misfortune are necessarily a result of displeasing God or a god (consider Job’s friends, who were ultimately proven wrong in their contention). However, by this statement, Hawking acknowledges that the world, “for centuries,” has largely embraced some form of theism—believing in a god of some sort. This admission is the thrust of the Intuitional Argument for the existence of God. Humans have a religious inclination—a tendency to be religious and worship something. We may suppress it or ignore it, but it is there and has historically been so. People have always worshipped something. In fact, though he used the past tense “believed,” as though it is not the case anymore, human inclination to believe in Something and be religious is clearly still in our nature. In fact, according toAdherents.com92% of the world believein some form of theism (“Major Religions of the World…,” 2005). Our intuition tells us to be religious, and neither evolution nor a random explosion can account for that religious inclination. After this statement, Hawking went on to say, “I prefer to think that everything can be explained another way: by the laws of nature” (“Curiosity…”). As you will recall, he then attempted to prove that statement, and his explanation was shown above to be inadequate, logically and scientifically, in accounting for the existence of the Universe. So, we are left with his stated alternative. Belief in God is the logical choice. Human intuition to be religious still stands as the sensible viewpoint. No adequate explanation exists for our religious tendency without the existence of a Creator.
Recall also that Hawking stated the following:
So where did all this energy and space come from? How does an entire Universe full of energy—the awesome vastness of space and everything in it—simply appear out of nothing? For some, this is where God comes back into the picture. It was God that created the energy and space. The Big Bang was the moment of creation (“Curiosity…”).
This is the thrust of the Cosmological Argument for the existence of God. The Universe (i.e., the cosmos) is here and a Cause is needed. Hawking tacitly acknowledges that a Creator is needed in the equation if there is not an adequate explanation for the Universe without Him. He believes that science and nature provide that explanation, but again, that explanation has been shown to be scientifically unfeasable. So, again, the alternative that he raises—the existence of God—is still the best option for explaining the existence of the Universe. The Cosmological Argument stands unscathed as a testament to the existence of the Creator. The cosmos is here. Who made it?

CONCLUSION

In the end, Hawking’s assertions are just that—assertions. Before his claim that the power of science can eliminate the need for a Creator has validity, Hawking has a lot of answering to do. The truth is, sciencecannot explain our existence without a Creator. Quite the opposite is true. Science proclaims the Creator. “The heavens declare the glory of God; and the firmament shows His handiwork” (Psalm 19:1, emp. added). “For since the creation of the world, His invisible attributes are clearly seen, being understood bythe things that are made, even His eternal power and Godhead, so that they are without excuse…. Professing to be wise, they became fools” (Romans 1:20,22, emp. added). “For the time will come when they will not endure sound doctrine, but according to their own desires, because they have itching ears, they will heap up for themselves teachers; and they will turn their ears away from the truth, and be turned aside to fables” (2 Timothy 4:3-4, emp. added). Stephen Hawking would do well to realize thatthere is a God in heaven, and according to Him, it is the fool that “has said in his heart, ‘There is no God,’” (Psalm 14:1), not the man who believes himself to be more enlightened because of his atheistic mindset. Sadly, “not many wise according to the flesh…are called” (1 Corinthians 1:26).
We close with another quote from Paul Davies concerning Hawking and his wild assertions in “Curiosity”: “I think science can get a bad press by scientists appearing to be too arrogant and taking on more than perhaps they should. So, it’s as well to lace definitive statements with a certain amount of humility, I think” (“The Creation Question…”). Someone had to say it. Perhaps Hawking will hear it since it came from a fellow atheistic cosmologist.

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