Teaching fables in schools

The theory of evolution, with its millions of years, is a myth taught in schools. School textbooks present claims based on imagination and atheism

Summary

The writing analyzes the teaching of a naturalistic worldview through the following key points: 1. A false image of evolution: The perception of the validity of the theory of evolution and millions of years has created a false image, due to which God's work of creation is not accepted. 2. Systematic teaching: This unproven evolutionary model is constantly and uncritically presented both in the school system and in the media. 3. Turning to fables: According to Biblical prophecies, people have rejected the truth and turned to believe in man-made fables and naturalistic assumptions that lack empirical evidence. 4. Bypassing creation: School curricula and the media conceal the most logical alternative, intelligent design and creation, which distorts the worldview of young people.

A false image of the validity of the theory of evolution and millions of years is the reason why God's work of creation is not accepted, and why the theory of evolution with its millions of years is presented in schools and the media
It is a question of turning to fables
Opinion piece: Teaching fables in schools

Frequently asked questions (FAQ) – Read more here →

A false image of the validity of the theory of evolution and millions of years is the reason why God's work of creation is not accepted, and why the theory of evolution with its millions of years is presented in schools and the media

If you read magazines and follow the media, the theory of evolution with its millions of years comes up. Atheist scientists and others after them believe in these concepts, as I used to believe when I was an atheist. In those days, I was not at all familiar with the weakness of these concepts and how numerous factors are against them.

The image of the validity of the theory of evolution and millions of years also affects the fact that people do not want to listen to the teaching about God as the creator. They think that the theory of evolution with its millions of years is a scientific fact, and therefore they reject the teaching of God's work of creation in e.g. school education. This naturalistic understanding is well expressed in the following quote, which was in the Näppiset column in Etelä-Suomen Sanomat (12/19/2024) . In it, its author hoped that the doctrine of creation would not be taught in schools:

I hope that no school in Finland teaches the doctrine of creation. Creationism is not a natural science "doctrine" and the Bible is not a biology textbook. Most of the world's Christians and churches smoothly connect the Creator and evolution, which is a new creative process.

It is a question of turning to fables

What is the issue in this matter? I am convinced that when creation is rejected, it is a matter of turning to fables, as Paul once taught: 3 For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned to fables. (2 Tim 4:3,4). People turn to imagination and fables for which there is no evidence.

Scientists are right that change takes place in organisms, but this does not prove that all organisms originate from the same original cell. These things have nothing to do with each other. Variation within the framework of heredity is different from the actual theory of evolution.

Millions of years is another similar unproven thing. For example, dinosaurs are considered the flagship of millions of years, but it is not taken into account that in human history there are repeated references to dragons that resemble dinosaurs (the name dinosaur was invented only in 1841 by Richard Owen). For example, the Behemoth mentioned in the book of Job could have been such a dragon/dinosaur. For example, the Marxist atheist Stephen J. Gould stated that when the book of Job talks about Behemoth, the only animal that fits this description is a dinosaur ( Pandans Tumme , p. 221, Ordfrontsförlag, 1987).

Furthermore, when radiocarbon, DNA, soft tissues and blood cells have been found in dinosaur fossils, they speak strongly against millions of years. The presence of these substances in dinosaur fossils shows that there can be no question of millions of years.

In any case, the following is a short article I sent to the magazine's opinion column, which was a response to the previous opinion on the Näppikset column, where the author hoped that schools would not teach about creation. I replied that if we do not accept creation, we turn to imagination and fables:

Opinion piece: Teaching fables in schools

In Näppikset, someone hoped that schools would not teach the doctrine of creation because, according to him, it is not a "natural science doctrine" (19.12). I take a stand on this issue as a former atheist and believer in evolution.

First, the birth of life. No natural scientist has ever shown that life could arise by itself. School books thus present information based entirely on imagination if they say that life arose by itself. It is a belief related to the atheistic worldview, for which there is not a single proof. I claim that the only reasonable alternative for the existence of life is God's work of creation. It cannot arise by itself, and man has not achieved it in his experiments, so the only option left is that God created life.

Second, atheist scientists cannot prove that all species originated from the same primordial cell. This theory appears repeatedly in nature programs and school books, but it has never been proven correct. Variation does take place within the framework of heredity, but no more than that. Well-known paleontologists have admitted that there is no evidence of gradual evolution in the fossil record, even though Darwin's theory requires it. For example, Stephen J. Gould has stated: " I do not wish in any way to denigrate the potential validity of the gradualist view of evolution. I just want to point out that it has never been 'observed' in rocks…”

The theory of gradual development is also refuted by the fact that all modern animals and fossils have always been found completely ready and developed. No adult individuals have been found that are half developed. This clearly refutes Darwin's theory, according to which all current species originate from the same primitive cell.

The question is why do schools teach theories that clearly lack evidence. It is a matter of theories based on imagination. Instead, there is many times more evidence for the historicity of the Bible than for the previous theories of imagination. Dozens of people from the Bible can be found in sources outside the Bible, dozens of places mentioned in the Bible have been excavated, and e.g. the remains of the sea in all the high mountains testify to the Flood; The Himalayas, the Alps, the Andes, etc. Even on Mount Everest, remains of marine life have been found. It is pointless to claim that the Bible does not tell about historical events. Liberal theologians and atheist scientists are spiritually blinded when they fail to see the historicity of these events.

Jari Iivanainen

Frequently Asked Questions (FAQ)

Why is God's work of creation not accepted in society today?

The main reason for rejecting creation is the false image that the theory of evolution and millions of years are fully proven science. This established perception blinds people from seeing the immense fine-tuning and intelligent design present in nature. When a materialistic explanatory model is taken as an line-in truth, the existence of the Creator is excluded right from the start.

Are there direct empirical observations supporting the theory of evolution?

No, there are not, as no one has been present to witness the origin of life from non-living matter or the transformation of one major kind into another. Observations only show variation within the limits of existing genetic information, which is a completely different thing than macroevolution. The theory of millions of years and gradual development is based purely on assumptions and philosophical interpretations.

Why are the theory of evolution and millions of years promoted so strongly in schools?

The theory of evolution and long eras are maintained in schools and the media because they form the foundation for the current atheistic and naturalistic worldview. The system seeks to instill this belief from childhood so that no room remains for alternative views. The teaching intentionally stays silent about the numerous scientific problems that contradict the evolutionary model.

Why is the idea of millions of years necessary for the evolutionary model?

Millions and billions of years act like a magic wand used to try to make impossible biological processes sound possible. Since the mathematical probability of life originating and evolving by itself is zero, vast periods of time are needed to cover up these theoretical shortcomings. In reality, the mere passage of time cannot generate new complex information inside a cell.

How does the biblical revelation of creation match actual observations in nature?

Observations in nature, such as the complex code language of cells (DNA) and repair mechanisms in organisms, directly point to the fact that things must have been complete and functional right from the beginning. This fits perfectly with the revelation of the Bible that God created everything fully functional according to their kinds. The biblical account of history provides a solid and logical foundation that does not require man-made fables to support it.

What is meant by the statement that it is a question of turning to fables?

The Bible warns of a time when people, to suit their own desires, gather teachers around them, turn their ears away from the truth, and turn aside to fables. The theory of evolution—where life is assumed to have arisen by itself from inanimate matter and evolved by chance—is precisely such a modern scientific fable. People prefer to believe in these unproven assumptions rather than in the clear revelation of creation given in the Bible.

How does current school education affect the worldview of children and youth?

When only one naturalistic model is taught in schools as the sole truth, young people develop a distorted perception of reality. They learn to view themselves merely as evolved animals and products of chance, which erodes their sense of moral responsibility toward the Creator. This leaves youth without an ultimate purpose and spiritual foundation in their lives.

What would be the most reasonable and honest way to address the origin of life in education?

Education should honestly present that the origin of life and millions of years cannot be proven by empirical science or direct observations. The creation model and intelligent design should be presented as an equal and logical alternative, as the complexity of nature directly points to a Designer. Only then would students have a genuine opportunity to weigh the evidence and freely form their own view.