By Letter to the Editor on March 18, 2017.
In her letter “Critical thinking or just critical,” March 11, Theresa Teerling draws a false equivalence between creationism and evolution, claiming they are just different interpretations of the same facts.
Critical thinking, which should be the basis of education, draws conclusions from evidence. Those facts, as regards the origins of life, lead us to evolution. Science continues to expand our knowledge of the beginnings of the universe and how we came to be, and so our understanding deepens, evolves, and corrects. We now know there was a “Big Bang” that launched our universe and scientists are working on understanding how that happened and what, if anything, came before. Quantum theory is showing how, indeed, something can come from nothing.
Anyway, if you have difficulty imagining how everything could have come from nothing, how does it help to say a SuperDad in the sky did it? Who made your god, then, and how? You’ve just bumped the problem up one level, without solving it.
What creationists do is to work backwards, starting with an answer and gymnastically manipulating facts, or “alternative facts,” to appear to support their preconceived notion, which is a world-view imagined long ago by desert tribesmen. Lacking knowledge and fearing death, they gave agency to gods to explain everything and then narrowed many deities down to one, conveniently in their own image. They wrote a story that promised life after death, and conveniently wrote rules to keep men in charge while they were at it!
Evolution is our best understanding of how life came to be. This is what should be taught in schools.
It makes far more sense to have faith in the open-ended scientific method than in the closed loop of religion. Creationism is mythology, comforting but just a story, not unlike the flat earth theory, and has no place in any modern education system, public or private.
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