RESPINGEREA EVOLUTIEI - Partea 1de Jonathan Sarfati, Ph.D., F.M.
O carte pentru studenti, parinti si profesori,care contrazice ultimele argumente in favoareaevolutieiCUPRINS :
Cuvant inainte de Ken Ham--------------------------------------------------------------------------------------Introducere--------------------------------------------------------------------------------------Capitolul 1: Evolutie & creatie, stiinta & religie, fapte & prejudecati--------------------------------------------------------------------------------------Capitolul 2: Variatia si selectia naturala versus evolutie--------------------------------------------------------------------------------------Capitolul 3: Verigile inca lipsesc--------------------------------------------------------------------------------------Capitolul 4: Evolutia pasarilor?--------------------------------------------------------------------------------------Capitolul 5: Evolutia balenelor?--------------------------------------------------------------------------------------Capitolul 6: Oamenii: dupa chipul lui Dumnezeu sau maimute mai avansate?--------------------------------------------------------------------------------------Capitolul 7: Astronomie--------------------------------------------------------------------------------------Capitolul 8: Ce varsta are Pamantul?--------------------------------------------------------------------------------------Capitolul 9: Este explicatia designului legitima?--------------------------------------------------------------------------------------Capitolul 10: Concluzii
I vividly recall a seminar where a young lady, who appeared quite distressed, came up and blurtedout ‘I’m angry.’‘At me?’ I replied, wondering what sort of tense situation was going to occur now.‘No, not at you—at my teachers and college professors.’‘And why is that?’ I asked.This lady went on to say something like this: ‘Why didn’t they tell me about all this evidence thatcontradicts evolution? How come they taught me ideas that were discarded, even by evolutionists,years ago? Why didn’t they let me consider the evidence put forward by creationists? The way Iconduct my life is very dependent on my beliefs about origins. Why haven’t I been allowed to hear all this information—isn’t that what education is all about?’I must admit that when I was a teacher in the public school system in Australia, I was frustrated bythe fact that many of the text books contained evolutionary teaching that had been discarded yearsago by evolutionists themselves. It was also disheartening to find that most teachers seemed to justregurgitate to the students what they had been taught at school and college, and yet many of theseideas were outdated and no longer held by leading scientists.As I talked with these teachers about this situation, I found most had not had the opportunity to readany of the latest findings. There was no system in place to update teachers on the latest research.Also, probably because of economics, textbooks seemed to take years to catch up with currenttheories.As a result of this sad state of affairs, generations of students continue to be indoctrinated inoutdated evolutionary theories, not even understanding that such teachings are continually modifiedand discarded in the real world. Thus, students and teachers alike are indoctrinated to believeevolution is fact, when in reality it is a belief system based on ever-changing concepts.In recent times in the USA, the prestigious National Academy of Sciences made available to publicschools and other institutions a book that supposedly presents the latest information on evolution.This publication is presented very professionally and certainly looks as if it might containirrefutable evidence for evolution. It is designed to persuade and assist teachers to further indoctrinate their students in favor of evolution, with specific advice on countering anti-evolutioniststudents.A creationist scientist, Dr Jonathan Sarfati, thoroughly investigated the claims of this book. Notonly were some of these typically outdated and discarded ideas still presented as fact, but at the veryleast one could say that some of the information was quite misleading. There is also a very subtleattack throughout the book on those who hold to the Christian faith.A highly qualified scientist, the author also has a formidable and unusually wide-ranging grasp of many other fields of knowledge.I challenge professors, teachers, and students to not only read this book and consider the claims Dr Sarfati has made, but to check out the documentation for themselves. If they do this, I believe theytoo may become ‘angry’ at the way information is being presented to the public in such a lopsidedmanner.In my opinion, this new publication is one of the most up-to-date critiques of modern evolutionarytheory, one that has been so well researched and documented it will challenge the most ardentevolutionist.
Please consider all the information carefully—after all, what you believe about where you camefrom affects your whole world view. This is an important topic indeed.
Introduction
The National Academy of Sciences (NAS) has recently published aneducator’s guidebook entitled
Teaching about Evolution and the Nature of Science
. It has been made available to educators throughout America toencourage teachers to incorporate more evolution in their classes and basically teach particles-to-people evolution as a fact. The guidebook statesits purpose in the preface:Many students receive little or no exposure to the most importantconcept in modern biology, a concept essential to understanding keyaspects of living things — biological evolution.However, it’s hard to believe that ‘many students receive little or no exposure’ to evolution. Thewhole secular education system in America (and most other countries around the world) isunderpinned by evolution. After reviewing a number of biology textbooks in the secular schoolsystem, we find they are
all
blatantly pro-evolution. It’s also hard to believe that evolution is an‘essential concept’ in biology, because most ‘key aspects of living things’ were discovered bycreationists.For example,Louis Pasteur discovered that many diseases were caused by germs and showed thatlife comes only from life,Gregor Mendeldiscovered genetics, and Carolus Linnaeus developed themodern classification system, to name but a few creationist pioneers of modern biology [seeTheCreationist Basis for Modern Science]. Also, many highly qualified biological scientists of the present day do not accept evolution—their work is not affected in the slightest by whether or notfish really did turn into philosophers .
Refuting Evolution
seeks to redress the lopsided pro-evolutionary way in which origins are taught.The NAS guidebook, which is compiled by many leading evolutionists, obviously contains the mostup-to-date and major arguments for evolution. Thus, this critique of it addresses currentevolutionary theory as taught in colleges, public schools, and as broadcast by the media.
Refuting Evolution
responds to many of the arguments in
Teaching about Evolution and the Nature of Science
so that a general critique of evolution can be made available to challenge educators,students, and parents. At the same time,
Refuting Evolution
gives as much positive information asspace permits to defend the creationist position. Thus, it provides a good summary of the argumentsagainst evolution and for creation. It should stimulate much discussion and help students andteachers to think more critically about origins.
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Darwin versus a faulty creation model for Respingerea teoriei evolutiei - 1
Pentru cei care inca mai cred in himera numita evolutionism....
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