Who are we, where did we come from and why are we here? Part 5

Part 5: Creation vs. Evolution—The Negative Evidence?

(This blog is part of a series. You can start the series by going back to the September 1, 2014 Introduction called A Case for Christianity: Why do we need one?)

“I believe that one day the Darwinian myth will be ranked the greatest deceit in the history of science.” Søren Løvtrup, Darwinism: The Refutation of a Myth

“Scientists who go about teaching that evolution is a fact of life are great con-men, and the story they are telling may be the greatest hoax ever.” Dr. Theodore N. Tahmisian, B.A., M.S., Ph.D., Evolution and the Emperor’s New Clothes

When I read Molecular Biologist Dr. Jonathan Wells’, Icons of Evolution I was dumbfounded. As a biology teacher I had never seen this negative evidence before. If there was evidence available that countered evolution why were we as public school science teachers not privy to it? How could the science community, with any conscious, not make available legitimate evidence? After all isn’t that what science is all about? This is especially profound because the new common core standards in education specifically require students to provide evidence and show research capability in their writings. If Wells and other scientists have shown that there is deception in how evolution is presented in the textbooks should we not be able to reveal this? When I realized that Wells (and many other reputable scientists) had debunked some of the most profound icons of evolution that appear in the textbooks, and that most people assume are facts of science, I felt betrayed by my educational system. How do we allow false concepts to be taught to our kids as facts? How can the science community be held accountable? How could I have been teaching these things so blindly?

Let me show you just a few of these false icons that are imbedded in our public educational system and in our minds:

Icons of evolution are the visually representations that we have grown up with under the assumption that they are true. Let’s look at just a few:

  • Haeckel’s embryos: Ernst Haeckel, in the late 1860’s, drew embryos to show that humans and all animals evolved from a common evolutionary ancestor. His drawings (not real pictures) show almost identical embryos at their earliest stages for a fish, salamander, turtle, chicken, rabbit and human. In reality Haeckel altered (faked) these drawings. The actual embryos are very different, yet these drawings are still being used today. Ardent evolutionists will defend this by saying that it is an easy way to describe how evolution works [what they believe to be true] even though the drawings are inaccurate.
  • Darwin’s finches, bacteria and fruit flies: Charles Darwin, from his one time trip to the Galapagos Islands, theorized that the changes he saw in the size and length of finch beaks were evidence of evolution. He never returned to the island for further study and today we know that, depending on the climate, some years the birds with longer beaks thrive and other years birds with shorter beaks do fine. They fluctuate but there is no evidence of evolutionary change over time and there is never any evidence of change from a finch to another kind of animal, but this is the assumption that is made. Evolutionists also cite certain types of bacteria with which we can observe rapid change, especially in their ability to become antibiotic resistant, but even after the changes they are still bacteria. They also do this with fruit flies, but after hundreds of generations there is no transition to another kind of living thing.
  • The assent of man chart: This is the chart we commonly see that shows as series of primates representing humans evolving from a knuckle-walking ancestor. William Huxley’s well-known version of this icon is in fact a copy of skeletons from a Gibbon, Orangutan, Chimpanzee, Gorilla and then a man. These are not transitional forms but apes still with us today. Biochemist Dr. Fazale Rana, who is a professor of Human Origins, regularly gives his students an assignment to go out and bring back fossil evidence that humans have evolved from a lower primate. Every semester he reports that his students come back empty handed. This is because the physical evidence is non-existent and the things that are held up by evolutionists are, in reality, fossils of apes or humans, or humans with bone disease such as arthritis (or humans of advanced age) but this is never reported in the mainstream literature. Some of the so-called transitional forms that evolutionists tout like ‘Lucy,’ students could not get hard evidence on because they are behind lock and key, not available to the public for examination. Why?
  • The tree of life: This chart is found in almost every science classroom and it shows how all life supposedly came from one early common ancestor and then branched out like a tree into the different kinds of life we see today. If this is true then there should be abundant transitional forms found in the fossil record, but is the evidence there?

Next week we will focus on what is really found in the fossil record and how evolutionists explain this evidence (or lack there of).

And to each kind of seed he (God) gives its own body. All flesh is not the same: Men have one kind of flesh, animals have another, birds another and fish another.  1 Corinthians 15:38-39

For the message of the cross is foolishness to those who are perishing, but to us who are being saved it is the power of God. For it is written: “I will destroy the wisdom of the wise; the intelligence of the intelligent I will frustrate.”

1 Corinthians 1:18-19

Let me know what you think: Why are alternative theories to the origin of life not allowed to be presented in public education? Are Darwinian evolutionists holding the science community hostage?

Come back next week for: Who are we, where did we come from and why are we here? Part 6: Creation vs. Evolution—What does the fossil record support?

Over the next several blogs I am going to continue to present logical reasoning and sound scientific evidence not found in the public school textbooks.

Teri Dugan


Always be ready to give an answer for the hope that you have in Christ Jesus as Lord.

1 Peter 3:15IMG_0221

One Response to Who are we, where did we come from and why are we here? Part 5

  1. Amazing information…encouraging questions from all of us as to why the students in this country built upon freedom, are not free to gain the whole body of knowledge in our federally mandated, free and public education system.