1. Evolutionary interpretations and theories are taught:
a. Dogmatically as facts of earth history,
b. Protectively, without criticism of weaknesses and
c. Exclusively, without competition, as the only
scientifically acceptable way of thinking about the world.
d. Under an erroneous definition of science distorted by
injecting belief in a totally materialistic, uncreated universe.
2. This is wrong because:
a. It is poor science.
1) There is no place for dogma in science. What cannot be proved to be fact should not
be taught as fact.
2) Theories in science should not be protected. They must always be open to critical
3) All ideas in science should be open to competition with alternative ideas.
4) Science properly defined is a method, not a belief.
b. It is poor teaching methodology to stifle criticism or
competition of ideas.
c. Dogmatic, protective, exclusive teaching of evolution
denies to Christians and other religious students their constitutionally guaranteed right
to the free exercise of their faith.
1. The observable, reproducible scientific data should be clearly
distinguished from theories, interpretations and speculative historical scenarios.
2. Students should understand that in interpreting scientific
a. Science correctly defined does not require scientists
to believe in a materialistic universe that is closed off from divine activity and
b. It is no less "scientific" to believe in
creation rather than in evolution.
c. The core competing principles of evolution and creation
are the origin of biological designs (1) by spontaneous materialistic processes or (2) by
intelligent purposeful design, respectively. (Note: "Spontaneous" means without
any input of intelligence, purpose, plan, design, goal, etc.)
d. It is proper in science to consider the evidence for
and against both explanations for the origin of biodesigns.
3. The assumptions basic to each interpretation should be clearly
understood. They are:
a. For evolution
(1) That spontaneous materialistic processes produced all characteristics of all
(2) That all species are related by descent from one or a few common ancestors.
(3) That biological variation has in effect been unlimited (i.e., from amoeba to
university professor in just 3 billion years.)
b. For creation
(1) That the origin and basic characteristics of each species are the product of
intelligent purposeful design.
(2) That living and extinct species of organisms exist in groups or "kinds"
which have always been separate from each other.
(3) That variation is limited within the boundaries of the created kinds.
4. Both of these opposed ways of looking at the world are
assumptions or beliefs. Neither can be proved conclusively by science to be either right
or wrong. They are faith propositions grounded in two mutually contradictory philosophical
views of the world.
5. It is very important to distinguish carefully between
assumptions, observed reproducible data, theories and speculative scenarios.
6. Competing interpretations and theories should be
critically evaluated in science. This means that both their weaknesses and strengths
should be examined in the light of assumptions, data and logic. In particular, students
should have access in the classroom to information in the secular scientific literature
which reveals the weaknesses, difficulties and failures of evolutionary theories.
7. No interpretation or theory of origins should be taught
as a fact of earth history unless it can be proved, demonstrated conclusively to be
8. Students should have the opportunity to introduce and
place alternative interpretations in competition, in classroom discussion and debate, as
well as in special research papers written from an alternative
9. Students should be charged with the intellectual
responsibility of assessing the relative merits of the two sets of assumptions (given in
3, a-b, above), in the light of pertinent scientific data and logical arguments.
10. Each student should be left free to come to a personal
decision as to which explanation of origins, evolution or creation, is preferred, superior