Lying in the Name of Indoctrination

Dogmatists committed to a dying paradigm will argue with falsehoods to convince the public of their claims… especially when they’re targeting children.
As we’ve covered here this week, Haeckel’s faked embryo drawings are still used in science textbooks because, according to some Darwinists, “it is OK to use some inaccuracies temporarily if they help you reach the students.”
That’s right. According to Darwinist biology professor Bora Zivkovic, who blogs as Coturnix at A Blog Around The Clock and is Online Community Manager at PLoS-ONE, sometimes you have to lie to students in order to get them to accept evolution. Why? Because:

Education is a subversive activity that is implicitly in place in order to counter the prevailing culture. And the prevailing culture in … many other schools in the country, is a deeply conservative religious culture.

In order to combat that “deeply conservative religious culture,” Darwinists like Zivkovic push the “non-overlapping magisteria” model, or NOMA, which claims that science is about facts and religion is about values, and when we keep them in these nice separate realms, nobody gets hurt.
In reality, this scheme was designed by Darwinists in order to convince religious people that evolution is not threatening to their beliefs… the first step towards dismantling their belief system:

You cannot bludgeon kids with truth (or insult their religion, i.e., their parents and friends) and hope they will smile and believe you. Yes, NOMA is wrong, but is a good first tool for gaining trust. You have to bring them over to your side, gain their trust, and then hold their hands and help them step by step. And on that slow journey, which will be painful for many of them, it is OK to use some inaccuracies temporarily if they help you reach the students. (emphasis added)

You see, teaching isn’t about actually instructing children to think critically or giving them factual knowledge about a subject like biology. It’s about getting young minds to accept evolution, even if that means they’re mistaken about the facts of biology for the rest of their lives. Zivkovic admits that teaching bogus examples to kids, like Mickey Mouse’s changing appearance over the years is an example of evolution in action, may be factually incorrect, but it’s not morally wrong. Zivkovic explains it all for us:

If a student, like Natalie Wright who I quoted above, goes on to study biology, then he or she will unlearn the inaccuracies in time. If most of the students do not, but those cutesy examples help them accept evolution, then it is OK if they keep some of those little inaccuracies for the rest of their lives. It is perfectly fine if they keep thinking that Mickey Mouse evolved as long as they think evolution is fine and dandy overall. Without Mickey, they may have become Creationist activists instead. Without belief in NOMA they would have never accepted anything, and well, so be it. Better NOMA-believers than Creationists, don’t you think?

This isn’t about minor mistakes in textbooks — this is about the willful use of inaccurate information in order to convince students that evolution is a fact. Mistaken believers are better than skeptical students for Darwinist biology teachers.

Anika Smith