Science education claims to promote development of critical thinking skills as well as knowledge of our world. However, the goal of science education is undermined by the presence of evolutionary bias.
The field of evolutionary study is fraught with scandal and deception. Unfortunately, those who question evolution are subjected to criticism and censorship. Thus, evolution, disguised as science, is forced upon students by means that intimidates questioning and stifles reasoning. In effect, students are brainwashed to accept evolution without question.
"In fact, evolution became in a sense a scientific religion; almost all scientists have accepted it and many are prepared to `bend' their observations to fit in with it" (H. Lipson, 1980, "A Physicist Looks at Evolution," Physics Bulletin, 31, p. 138).
"The hold of the evolutionary paradigm is so powerful that an idea which is more like a principle of medieval astrology than a serious twentieth century scientific theory has become a reality for evolutionary biologists." (Michael Denton, 1985, Evolution: A Theory in Crisis, p. 306).
"We still do not know the mechanics of evolution in spite of the over-confident claims in some quarters, nor are we likely to make further progress in this by the classical methods of paleontology or biology; and we shall certainly not advance matters by jumping up and down shrilling, `Darwin is god and I, So-and-so, am his prophet' " (Errol White, 1966, Proceedings of the Linnean Society, London, 177:8).
"Today our duty is to destroy the myth of evolution, considered as a simple, understood and explained phenomenon which keeps rapidly unfolding before us. Biologists must be encouraged to think about the weaknesses and extrapolations that the theoreticians put forward or lay down as established truths. The deceit is sometimes unconscious, but not always, since some people, owing to their sectarianism, purposely overlook reality and refuse to acknowledge the inadequacies and falsity of their beliefs" (Pierre-Paul de Grasse, 1977, Evolution of Living Organisms, p. 8).
"Textbooks are more potent forces in what and how teachers teach and what and how children learn than we are ready to admit. Textbooks select for study a content, an emphasis, a method of instruction and learning, and a level of difficulty. This power is held jealously by the government and dominant party of nondemocratic countries. No totalitarian country would chance the consequences of freedom in textbook development and selection. Even the choice of initial story in the first reading text must pass the approval of political and educational committees" (J. Chall, 1981, "Middle and Secondary School Textbooks," The Textbooks in the American Society, p. 26).
Ridding the classroom of fraud is fundamental to education. Ridding science of unquestioned dogma is fundamental to developing to sound reasoning and critical thinking skills. These two principles should be priority demands for our children.
What can be done to improve science education for our children?
In the classroom
The school administrators
The School Board