The philosophy of science and its faulty worldview

JP: Editorial by Henry Morris III (Henry Morris III is CEO of the Institute for Creation Research in Dallas and the son of ICR’s founder):

Where Evolution Has Gaps, Creation Might Offer Answers—If We Will Listen

Excerpts:

So, what kind of science is being taught to our children today? A philosophy of science, actually, rooted in a worldview that deliberately disbelieves in anything supernatural. No God. No angels. No Intelligent Designer. Everything happened quite by accident.

The idea of origins by accident (evolution), which Charles Darwin popularized 150 years ago, is now characterized as a bona fide scientific theory. Embarrassingly, this “theory” cannot be scientifically observed in action today, nor can it be forensically observed in nature’s record of the past. But it is, nonetheless, believed. And so ardent are its followers that many scientists refuse to admit the weaknesses of this doctrine, let alone “allow a divine foot in the door,” as Harvard’s Richard Lewontin warns.

The question of whether creationism should be part of the educational experience in American schools can best be answered by the father of the modern creation science movement, the late Henry Morris.

Morris detailed three basic forms of creationism: scientific creationism—the study of scientific evidence alone; biblical creationism—the study of the Bible alone; and scientific-biblical creationism—the study of both science and the Bible.

Which should be taught in public schools? Quite clearly, Morris stated that “creationists should not advocate that biblical creationism be taught in public schools, both because of judicial restrictions against religion in such schools and also (more importantly) because teachers who do not believe the Bible should not be asked to teach the Bible.”

Teach science in the public schools, but don’t conveniently leave out valid scientific evidence or theories that might contradict evolution. But are students genuinely allowed a “spirit of free inquiry” in the classroom? Like in higher education? Think again.

Ben Stein’s Expelled documentary revealed that highly qualified scientists in academia have become victims of viewpoint discrimination for openly acknowledging evidence for design that contradicts evolution.

The more alarming problem that has arisen in this controversy, however, is the persecution of private schools that choose to teach any form of origins science other than evolution. One case in point is the University of California’s refusal to nondiscriminatorily admit students from private Christian schools that included openly creationist viewpoints in their courses.

Another case is our own Institute for Creation Research Graduate School, which has offered master’s degrees in the sciences for 27 years. State officials refused to approve the move of the school’s program to Texas because of its institutional viewpoint (see http://www.icr.org/academicfreedom). Ironically, this is the same Texas agency the Texas Supreme Court ruled against for unconstitutionally violating the First Amendment rights of three other private schools in 2007. Remember, these are private schools that merely wanted to teach curricula reflecting their institutional beliefs. Where’s the ACLU when you need it?

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