Students have a right to question “evolutionary pseudo-science” and “evolutionary dogma,” according to the “Question Evolution” campaign and should be encouraged to do so, says Louis Sheldon of the Traditional Values Coalition.
The coalition is offering brochures, caps and t-shirts announcing kids’ opposition to Charles Darwin and the theories of evolution.
Kids should be challenged to question the theories in class, says the coalition. Accepting the theories’ tenet that the universe just happened without any Creator or design “leads students to reject biblical authority and morality, robbing them of true meaning and purpose for their lives, found only in Jesus Christ,” says the coalition.
Sheldon’s group has teamed up with Creation Ministries International to provide students with resources, including fifteen questions which it says evolutionary biologists cannot answer:
1. How did life originate?
2. How did the DNA code originate?
3. How could mutations – accidental copying mistakes (DNA ‘letters’ exchanged, deleted or added, genes duplicated, chromosome inversions, etc.) – create the huge volumes of information in the DNA of living things?
4. Why is natural selection, a principle recognized by creationists, taught as ‘evolution,’ as if it explains the origin of the diversity of life?
5. How did new biochemical pathways, which involve multiple enzymes working together in sequence, originate?
6. Living things look like they were designed, so how do evolutionists know that they were not designed?
7. How did multi-cellular life originate?
8. How did sex originate?
9. Why are the (expected) countless millions of transitional fossils missing?
10. How do ‘living fossils’ remain unchanged over supposed hundreds of millions of years, if evolution has changed worms into humans in the same time frame?
11. How did blind chemistry create mind/intelligence, meaning, altruism and morality?
12. Why is evolutionary ‘just-so’ storytelling tolerated?
13. Where are the scientific breakthroughs due to evolution?
14. Science involves experimenting to figure out how things work; how they operate. Why is evolution, a theory about history, taught as if it is the same as this operational science?
15. Why is a fundamentally religious idea, a dogmatic belief system that fails to explain the evidence, taught in science classes?
The coalition says that by wearing “Question Evolution” caps and t-shirts at their high schools, colleges and social events, Christian students will encourage others to start questioning evolution, “empowering them to reject the lie that everything was made without God.”