Chapter 4 A Real Education in Evolution

Defeating Darwinism
Hopefully, you are starting to get a handle on how to summarize bigger pieces of information down into
more general ideas. Continue to keep the skill of summarizing at the forefront of your mind as we begin
to tackle the task of outlining.
Outlining looks different than just summarizing. In Chapter 1, we summarized using a simple outline
technique. When we study Chapter 5, we will look in depth into the process of outlining.
As you work through Chapter 4, pay attention to how the outline is broken down, and make a list of any
questions you have.
Chapter 4
A Real Education in Evolution
micro-evolution –
macro-evolution –
common design –
Niles Eldredge –
Tim Berra –
Francis Crick –
1. There are many instances where educators are, by force or by will, indoctrinating students. This
has led to a number of issues in education, and teachers and scientists may want to reconsider this
practice for a number of reason which will be shown throughout the chapter.
a. In 1987,
Defeating Darwinism
b. When students question evolutionary teachings,
c. This is damaging to the scientific community because it create a number of bad practices.
i. Scientists are tempted to protect
ii. These bad habits will
iii. Eventually, they will lose
2. We can incorporate critical thinking into the study of evolutionary biology by employing these
concepts and skills.
a. Learn to distinguish between what scientists assume and what they investigate.
i. Because scientists start by assuming naturalism is true,
ii. There is no better naturalistic alternative, therefore students should regard the
theory of evolution as
iii. Scientists must insist evolution is fact, because
b. Learn to use terms precisely and consistently.
i. The term evolution has many meaning, such as
ii. We must understand important terms and their meanings, such as micro-evolution
and macro-evolution.
iii. These terms are sometimes misrepresented, such as when
Defeating Darwinism
c. Keep your eye on the mechanism of evolution; it’s the all-important thing. The
‘mechanism’ is the
and the entire
hope of the theory of evolution currently rests on the mechanism being ‘natural selection.’
i. It is important to understand what the mechanism is because
ii. The mechanism, whatever it may be, is responsible for
iii. We have evidence for
iv. If the mechanism is a mysterious process, then
d. Learn the difference between testing a theory against the evidence and using selected bits
of evidence to support the theory. There are many instances of the later, for a number of
i. The fossil record is a good example of this because
1. In the Cambrian Era,
2. With marine invertebrates,
ii. Niles Eldredge can be summarized as saying
iii. There are immense pressures to find evidence of evolution in the fossil record
e. Learn the difference between intelligent and unintelligent causes.
i. Often scientists use examples of intelligent ‘evolution’ and design to shed light on
what the theory of evolution is like. Tim Berra wrote a book in which he describes
Defeating Darwinism
ii. Scientists also confuse artificial selection with natural selection. Francis Crick
argued that
1. These examples show
3. We can apply critical thinking to Christianity and creation and there are some very beneficial areas
that could be explored by doing so.
a. The problem of suffering. The idea of ‘suffering’ is a problem because
It is important that people studying scripture understand that
b. The problem of faith. Faith is not something only religious people have. It is, instead,
i. Darwinists display great amounts of faith
ii. We can feel confident putting our faith in
4. In this new millennium, there is much to be excited about because
However, if our generation is told that everything has already been
Since there are problems with the theory of creation and the theory of evolution, we should