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Darwinists Say: Don’t Ask Tough Questions Because that Will “Disrupt” Evolution Education

Casey Luskin

“Understanding Evolution,” a website promoting pro-Darwin-only science / theology for usage in schools, has a page entitled “Direct Interference with Teaching and Learning,” which lists “[t]actics used to disrupt or interrupt the teaching of evolution in the classroom” (emphasis added). With a title and description like that, I was expecting to read about sinister tactics that I would never support. I would be the last person to endorse interruptive, disruptive, or otherwise rude behavior towards any teacher, regardless of what is being taught or regardless of students’ views of the subject matter. So I visited the page, where I found the following “disruptive” and “interruptive” tactics:

(1) “Opting out”

Now I would encourage everyone to learn as much about evolution as they possibly can. In fact, that’s what I did in school, which is why I tried to take as many classes at the college level on evolution as I could. I wouldn’t encourage people to “opt out” of learning about anything, much less a fascinating subject like evolution. But I would hardly label “opting out” of class time on evolution a “[t]acti[c] used to disrupt or interrupt the teaching of evolution.”
The second “tactic” is even more incredible:

(2) “Ten Questions to ask your biology teacher

These are a series of misleading questions based on some of the antievolutionary claims by Jonathan Wells, author of Icons of Evolution.”

Of course, this “tactic” is referring to the ten questions which Jonathan Wells lists here as questions which students can ask teachers about common inaccurate or incomplete discussions of evolution in biology textbooks. I suppose this Darwinist website feels it is disruptive for inquiring minds to ask questions like these (all taken from Wells’s Ten Questions):

Q. “Why do textbooks use drawings of similarities in vertebrate embryos as evidence for their common ancestry — even though biologists have known for over a century that vertebrate embryos are not most similar in their early stages, and the drawings are faked?”

For example, see:

(Evolutionary Biology by Douglas J. Futuyma, (3rd ed., 1998, Sinauer Associates), pg. 653.)
Click graphic above for enlarged version.

Q. “Why do textbooks claim that the 1953 Miller-Urey experiment shows how life’s building blocks may have formed on the early Earth — when conditions on the early Earth were probably nothing like those used in the experiment, and the origin of life remains a mystery?”

For example, see:

(Biology by Burton S. Guttman, (1999, McGraw Hill), pg. 653.)
Click graphic above for enlarged version.

Q. “Why do textbooks portray this fossil as the missing link between dinosaurs and modern birds — even though modern birds are probably not descended from it, and its supposed ancestors do not appear until millions of years after it?”

For example, see:

(Biology: The Unity and Diversity of Life by Cecie Starr and Ralph Taggart, (1998, Wadsworth), pg. 278.)
Click graphic above for enlarged version.

(All quotes from Ten questions to ask your biology teacher about evolution)

So now politely asking these hard questions about textbook discussions of evolution apparently is classified as a “disruptive” or “interruptive” “tactic”? And guess where the visitor is led to handle this “disruptive” and “interruptive” “tactic” of students asking hard questions about material in their textbooks? They’re sent to Responses to Jonathan Wells’s Ten Questions to Ask Your Biology Teacher on the NCSE website!

So Darwinists believe that it is “interruptive” or “disruptive” for students to point out that the diagrams of embryo drawings were fraudulent, that the Miller-Urey experiment was irrelevant to the atmospheric chemistry happening on the early earth, or that there is a lot more to the Archaeopteryx story than is told in the textbook? Does this website really help students in their “understanding evolution?”

By labeling “opting out” and asking these hard questions “disruptive” or “interruptive” “tactics,” it seems that this website has one goal: require the students to be glued to their chairs with their mouths shut while they hear only pro-evolution science and theology.

…If you have such a dangerously, disruptively inquiring mind, be sure to read Wells’s response to the NCSE at Inherit The Spin: Darwinists Answer “Ten Questions” with Evasions and Falsehoods.

[This page, including its title, were edited a within 2 hours after posting for clarification and grammar.]


Casey Luskin

Associate Director, Center for Science and Culture
Casey Luskin is a geologist and an attorney with graduate degrees in science and law, giving him expertise in both the scientific and legal dimensions of the debate over evolution. He earned his PhD in Geology from the University of Johannesburg, and BS and MS degrees in Earth Sciences from the University of California, San Diego, where he studied evolution extensively at both the graduate and undergraduate levels. His law degree is from the University of San Diego, where he focused his studies on First Amendment law, education law, and environmental law.