Creation lecture at university impacts science student educators
Published: 1 July 2014 (GMT+10)
We publish here a letter from a professor at a university [in a western country—further identifying details withheld to protect identities] thanking a CMI speaker for their presentation. Although the presentation lasted just one hour, it impacted the faculty and student science educators, provided information they were previously unaware of, challenged their thinking, and affected the way they plan to teach science in the future.
The letter has been slightly edited to preserve anonymity and prevent any possible discriminatory action against this professor, the faculty or the university. Here is the letter.
Dear CMI speaker
Thank you for your excellent presentation to the life-science student educators at our (name withheld) university on (date).
I attended the presentation in the hall with approximately 150 students and lecturers. You managed to cover the most important issues regarding science, evolution and creation within the short space of 1 hour allocated to you.
Subsequently to this presentation and visit by CMI, I spoke to some of my colleagues that teach the subject of Life Science (Biology) and enquired about their thoughts on these issues. The lecturers I spoke to were all very impressed and grateful to be informed of the scientific evidence against evolution. Although evolution is prescribed in the high school curriculum as part of the Life Sciences subject (particularly in Grade 12), the lecturers intimated that they will approach these topics with more circumspection in future. One lecturer said that she was going to teach the issue of evolution by means of allowing a debate in class. I think this is an exciting breakthrough for the truth and scientific thinking.
Although I do not teach Life Science I had the opportunity to assess some students who were gaining experience during the practical teaching weeks at schools. The Life Sciences student educators that I discussed the matter with had never before heard the message you gave. They said that it had opened their eyes to other arguments and proof to the contrary. I challenged the students to be open-minded and to allow for debates and scientific proof for creation during their classes. However, I realised that one exposure to the scientific truths about creation and science is not sufficient to undo all the years of indoctrination that the students receive from mainstream media and the academic community.
For this reason I would like to request CMI to speak to student educators on a regular (annual) basis. Would you be willing to visit our campus again next year?
Professor (Name supplied)
Faculty of (Name supplied)
(Name supplied) University
This lecture and the positive feedback are like a breath of fresh air from within the university culture. Unfortunately, university faculty in most countries seem intent on censoring any discussion or information about the scientific evidence for creation and against evolution (See Expelled: No Intelligence Allowed and Getting behind the evolution façade). This is a welcome exception, and hopefully a sign of better things to come.
Several points in the letter stood out: The first was the phrase “truth and scientific thinking”. Censorship reveals a fear of the truth. No one need be afraid of truth. The scientific enterprise has had a long history of seeking truth, and the method of experimental observation, documentation, discussion and debate has developed as a way of reaching truth. May the science faculty in our academic institutions embrace the true scientific attitude of seeking truth.
Another phrase that caught my attention was “never before heard the message you gave”. How is it possible that young adults in the west can negotiate twelve years of schooling and some years of college and never hear any scientific evidence for creation, or be alerted to the problems with evolution? It should be of great concern that such profound ignorance on such a fundamental issue can exist within our culture.
The other phrase that stood out is “they will approach these topics with more circumspection in future”. It is heartening to see that these teachers realise there is a different way of looking at things, and have decided to respect the views of others within their classrooms.
Hopefully you too are encouraged to hear of this university and its commitment to truth and scientific debate. CMI scientists are always willing to speak to faculty and students of any university on the evidence for creation and the problems with evolution, and to answer any questions on the issue. (See the What we do page.) If you like, you can request an event at your university.
Thanks so much for the encouraging and refreshing feedback of the CMI presentation. What a great response from the life-science educators and faculty of a University. Blessings
It would be very helpful to know specifically what was covered in a "short hour." Is it akin to the material in one of the DVDs available from CMI or perhaps parts of several? Many thanks for the very encouraging report!
Among other things the talk covered:
- importance of critical thinking in science;
- compare and explain two major worldviews (secular and biblical);
- problems with big bang;
- rise of science i.e. roots in Christian worldview;
- contrasting experimental science vs origins science;
- curiosity—Rover on Mars and human evolution as examples;
- natural selection and random genetic mutations as the so called two main ‘engines’ of evolution;
- Ernst Haeckel’s embryos, epigenetics and ‘junk’ DNA and demonstrating that evolution is in fact a science stopper;
- real design in the natural world and why anti-theists deny the evidence (Romans 1);
- complexity in the cell—e.g. bacterial flagellar motor and kinesin protein;
- fossil formation, carbon 14 in diamonds, coal, oil, dinosaur bones and soft tissue in the latter;
- canyon formation and Mount St Helens;
- our family tree, two tone twins, all from Adam and Eve confirming God’s Word;
- who sets the rules?; if a Creator then we all accountable to Him; implications of evolution.
Refreshing! I never heard the other side in college science classes back in the '80's.
Had to research on my own...then realized what the prof had taught was either outdated or fraudulent.
I am heartened to hear that a university faculty being true the spirit of scientific endeavor is willing to hear the other side of the evolution science history story from CMI. Evolution science is a science that does not measure up even by the standard of science. Perhaps such a presentation and Q&A to the science faculty and students of the University of Oxford is not far off when truth, science and Jesus the Lord are on our side.
Praise and thanks be to God! This is fantastic-great to see the Holy Spirit get His Foot into a university.God's Word is never void and an article like this should be an encouragement to every Christian. By the faculty and students getting a big picture as it were and searching for truth they'll find it. God's truth always wins over the lie. This is the sort of uni to go to, one open to the truth. I am sure God will bless them for their decision. No doubt CMI will honour their request and be back next year!
THE ARTICLE SHOWS JUST HOW -UNDEMOCRATIC- THE EVOLUTION SCIENCE- ACTUALLY IS.
ROD QLD AUST
During the 1960's I was teaching at a high school here in New Zealand One morning during tea break a female colleague and I were discussing evolution and I made the comment that it was a pity the other side of the story was never taught. I was astonished when she asked, what other side. She had never heard any contrary arguments to evolution so I proceeded to enlighten her. She was very open to the truth and eventually became a Christian and even became an overseas missionary. As Paul said we always have to be ready with an answer, but we cannot answer unless we ourselves are informed so CMI is a very valuable resource.