Chalk One up for Academic Freedom

For several decades now, the theory of evolution has maintained an unwarranted, undeserved strangle hold on practically every public school science curriculum across our nation. Those who have dared question the beloved dogma have been intimidated, threatened, fired, and mocked for their dissenting views. One of the primary reasons for this censure is that the tenuous theory does not find evidentiary backing from any major field of science. While its proponents boast about the theory’s virtual factuality and the mounds of evidence that “prove” it to be the fundamental scientific theory, hard core, experimental evidence in favor of the theory has been lacking for years—a fact which has been admitted by evolutionists in their more candid moments (see Miller, 2004).

It is refreshing to see that there are those who have the courage to stand up and allow the purported evidence for evolution to be examined critically. On November 8, 2005, the Kansas Board of Education adopted new public school science standards that open the door for critical evaluation of the erroneous theory of evolution, as well as for consideration of alternative ideas of origins such as intelligent design. An article by John Hanna of the Associated Press explained that the new standards “say high school students must understand the major evolutionary concepts. But they also declare that basic Darwinian theory…has been challenged in recent years by fossil evidence and molecular biology” (2005).

Of course, the proponents of evolution are irate. Leading evolutionist and educator Eugenie Scott was quoted as saying, “We can predict this fight happening elsewhere” (Hanna, 2005). I think they certainly can predict that this fight will happen elsewhere. It is high time that the theory of evolution be evaluated critically and be seen for what it really is: a fallacious theory based more upon a belligerent adherence to the philosophy of materialism than an honest assessment of scientific discovery.

Kansas Board of Education member, Kathy Martin, responded to the board’s decision by saying: “Students will be informed and not indoctrinated” (Hanna, 2005). Her assessment hit the nail on the head. If evolution is such a well-grounded, virtual fact, it should be able to withstand a critical evaluation, and it should outstrip competing ideas. The fact that evolutionists do not want any other information considered is a telling hint that, deep down, they know their precious doctrine cannot withstand the test. In desperate efforts to keep evolution entrenched, evolutionists will claim that all other ideas (such as intelligent design) are unscientific, only held by ignorant radicals, backdoor advances of fundamentalist Christianity, and other such diversionary tactics. In reality, they are simply trying to draw attention away from the real issue: Does accurate, scientific evidence confirm the theory of evolution? Those on the Kansas Board of Education, and an increasing number of truth-seekers, are beginning to realize that the overwhelming answer to that question is a resounding “No!”


Hanna, John (2005), “Evolution Critics Score Win in Kansas,” [On-line], URL:

Miller, Dave (2004), “Atheist Finally ‘Sobers Up,’” [On-line], URL:


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