1. “I disagree with your work, Dr. Brown.”
Response: My response to criticisms from evolutionists (and a few creationists) is consistent and straight forward. I am happy to address any disagreement, provided the critic (a) has read what I have written that relates to the criticism, (b) will engage in a direct, respectful, and balanced exchange, and (c) will allow it to be made public—both written and oral components. Usually the critic objects to all three criteria. Three formats for our exchange, which should cover most situations, are listed on pages 570–571, and 561.
It is likely that a critic you might hear has already declined such an offer from me; if not, you may make that offer in my name. Furthermore, if you ever hear someone say that he has tried to engage me on the points of his disagreement, ask to see our correspondence, especially his response to (a)–(c) above. You will probably receive nothing, but if you do, please contact me. The goal is to have a direct exchange between the critic and me.
Also, if you hear any first- or second-hand criticism, simply ask “Have you read what Brown has written?” The answer will probably be “No.” If the response is “Yes,” then please call our office (602-956-6880) with that person also on the line, ask to speak with me, and mention this request. Alternatively, invite the critic (or those who repeat their claims) to accept any of the three formats referenced above.
When mistakes are made, criticism is helpful; it allows me to correct what I have written. In each of my twenty debates before live audiences since 1981, I sent my published case to the opponent a month beforehand, so he or she would be better able to find any weak points. I also wanted them to know my position, not what they thought it was based on what others said. Be cautious of arguments from those who only wish to state their disagreement at a time and in a forum in which I cannot respond.
2. “The evidence against evolution is bad science.”
Response: Have you studied the evidence? [See Parts I and II of this book.] Both sides of this issue tend to think the other is defending “bad science,” but “good” evidence may exist on both sides. Why not teach all the major scientific evidence? Evolutionists avoid a thorough, publishable, head-to-head comparison of the evidence for and against evolution. [See pages 570–571.] In fact, evolutionist leaders advise others never to participate in even an oral scientific debate on the evidence for and against evolution. In what other major science controversy has one side refused to allow all the evidence to be presented?
3. “If you are going to teach an alternate view to evolution, why not teach chemistry AND alchemy, heliocentrism AND geocentrism, gynecology AND the stork ‘theory,’ or astronomy AND astrology?”
Response: If anyone has scientific evidence for these fringe beliefs, I would be happy to lay out the counterevidence. (Remember, evidence must be observable and verifiable.) Millions of people know evidence that opposes evolution. Even polls conducted by evolutionist organizations have shown that about 80% of the American public want such evidence taught in their tax-supported schools.
4. “National science standards call for the exclusive teaching of evolution.”
Response: There are no “national science standards.” Three private, nongovernmental, national organizations (The National Science Teachers Association, The American Association for the Advancement of Science, and The National Research Council) have a long record of promoting evolution. Each has proposed a different science curriculum, all with a common theme—evolution.
Some may think the National Research Council is part of the federal government. No. The National Research Council is a private organization set up to advise elements of the federal government when invited on matters of science and technology. None of these self-appointed groups has any charter for establishing national standards in any academic discipline. There are no “national science standards.”
5. “Almost all scientists accept evolution.”
Response: No, they don’t. The only study that I am aware of that addressed this question was a survey of chemists. A slight majority rejected evolution. [See Endnote 1 on page 557.] Most professors in the basic sciences favor evolution, primarily because that is what they were taught and those who openly reject evolution are fired or not hired.
In the applied sciences (engineering, computer science, medicine, etc.) and among scientists in industry, those accepting and rejecting evolution may be nearly balanced. This mix of views comes from two opposing forces: the dominance of evolution in the media and everyone’s schooling, and the independence and practical thinking of most in the applied sciences. Consequently, in the applied sciences, evolution is not universally accepted. Engineers, for example, learn to design things and appreciate complexity when they see it. They know that matter and energy, left to themselves, do not produce complexity; in general, the more time that passes, the more things degrade.
Gallup polls have shown that more Americans are creationists (46%) than theistic evolutionists (32%) or atheistic evolutionists (15%). [See page 557.] Of course, scientific conclusions should be based on evidence, not a vote. The founders of modern science (Kepler, Bacon, Pascal, Boyle, Galileo, Hooke, and Newton—who, by the way, were creationists and opposed the evolutionary views of their day) based decisions on evidence. In contrast, the science of a pre-scientific era was based on philosophical deductions or authoritative opinions. By that criterion, most of us would believe in a flat Earth, because at one time most people believed that the Earth was flat.
6. “People who oppose evolution do so for religious reasons.”
Response: In some cases. In other cases, some people who want to suppress the evidence against evolution do so for their religious reasons. Let’s just agree to stick to the scientific evidence on both sides of the origins issue.
In the first half of my life, I was an evolutionist. My basic Christian beliefs have not changed, but after learning some convincing evidence, I had to reject evolution. Yes, the origins issue has religious implications for everyone—even those who claim to hold no religious views. But the issue can be addressed from a purely scientific standpoint, as they are in Parts I and II of this book. I have always advocated excluding religious matters from our public-school science classes. However, all the science should be taught. Censoring the evidence opposing evolution should not be tolerated.
7. “Speaking of a creator or a global flood is religious, because those ideas are drawn directly from the Bible.”
Response: Speaking of Noah’s flood would be religious, but explaining geological features caused by a global flood would not be. [See pages 108–414.] Speaking of Adam or Eve would be religious, but describing the evidence related to the “mitochondrial Eve” or the “genetic Adam,” from whom all humans recently descended, is not. [See pages 533–535.] Referring to the God of the Bible or Allah of the Qur’an as the Creator would be religious, but speaking of a creator is not. As Supreme Court Justice Scalia wrote: “to posit a past creator is not to posit the eternal and personal God who is the object of religious veneration.” Scalia also wrote, “We will not presume that a law’s purpose is to advance religion merely because it happens to coincide or harmonize with the tenets of some or all religions.” 1
For example, scientists (and some evolutionists) who understand the amazing complexity inside a living cell know it could never have evolved; it had to be created. [See “The Elephant in the Living Room” on page 17.] But science cannot say who the creator was. It might have been several creators or even “little green men” from Mars. But when one understands the evidence, it is clear that this amazing complexity could not have evolved. It is hard to imagine an unbiased person who understands the evidence reaching any other conclusion. Unfortunately, few educators and scientists have heard this evidence. (Unintended ignorance is excusable. Unwillingness to learn is not. Preventing students from learning is reprehensible.)
Because much scientific evidence is being censored from our schools, a small but growing number of individuals, such as myself, are explaining this evidence to others. People, including scientists, are excited about what they are learning. Demand for speakers and information exceeds what we can give. If the schools did their job, this rapidly-growing endeavor would shrink. But today, parental dissatisfaction with public schools in general, and science education in particular, has never been higher—in large part because of the one-sided way origins has been taught.
8. “The courts have stated that teaching evidence for creation would violate the separation of church and state.”
Response: Wrong. The U.S. Supreme Court said just the opposite. A few evolutionist organizations, the ACLU, and many media outlets have propagated that myth. The Supreme Court actually said that the scientific evidence for any theory of origins, including creation, has always been legal in the classroom.
Moreover, requiring the teaching of creation science with evolution does not give schoolteachers a flexibility that they did not already possess to supplant the present science curriculum with the presentation of theories, besides evolution, about the origin of life. 2
The issue is whether the evidence against evolution will be taught along with that for evolution. Besides, the U.S. Constitution only states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. ” Our founding fathers, who acknowledged the Creator in many places, including in the Declaration of Independence, did not want a national religion, such as the Church of England. (The phrase “separation of church and state” is not in the Constitution. Nor is the word “separation” or the word “church.”)
9. “Evolution may have some problems, but they will be solved as science advances.”
Response: Maybe. However, the opposite has been increasingly true for many decades. That is, as more has been learned, evolution appears even weaker. It is a theory in crisis, a theory without a mechanism. Let’s not withhold information. Suppressing evidence is not the way to advance science. Let’s just teach the scientific evidence that is known and undisputed. Insisting that only evolution be taught amounts to indoctrination—telling students what to think instead of teaching them how to think. That deprives them of the opportunity to evaluate and think critically.