Evolution Should You Believe In It?

Sample essay topic, essay writing: Evolution - Should You Believe In It? - 1562 words

-This essay is not mine-THE question "Do you believe in evolution or in creation?" is more than a matter of idle curiosity. The answer that one gives will be deeply reflected in his attitude toward his fellowman, his moral values and his outlook on the future.2 Belief in evolution is not new; it did not originate with Charles Darwin. But, following publication, in 1859, of his book The Origin of Species, the supporters of the idea have greatly increased in number. In those lands where considerable emphasis is placed on "science," the teaching of evolution holds a prominent place in school textbooks. It is introduced in the early grades, and repeated and enlarged upon year after year.3 It is the desire to find more evidence for this teaching that has also been a prime moving force in the exorbitantly expensive space exploits of the nations. To NASA's planning chief, Wernher von Braun, the flight of Apollo 11 was "nothing less than a step in human evolution comparable to the time when life on earth emerged from the sea and established itself on land." And Science magazine, in its special issue of January 30, 1970, revealed: "The search for carbon-containing material on the lunar surface is not only a component part of the study of the origin and history of the moon, but an important step in our understanding of the early stages of chemical evolution leading to the origin of life." So it was with keen anticipation that rock samples were brought back to the earth and carefully analyzed for any traces of life, present or past, but the lack of publicity given to the results was a reflection of the disappointment felt by advocates of evolution.

Still they push on farther, and at even greater expense. Why? In an article entitled "Future in Space-From Moon to Mars," U. S. News & World Report announced: "One of the main goals of such an expedition is to search for evidence of life on the planet."4 The basic idea of evolution is that all the plant, animal and human life on this earth had its origin in one-celled life forms that developed in the sea hundreds of millions of years ago. Though some profess to believe that a Creator began the process, this is not true of the majority. Evolutionists contend that the ancestors of man included both apelike beasts and fish. But that is not what everyone believes

Not all educators believe in evolution, nor do all scientists. There are many people who believe that God created the earth, and that he made the vegetation, the animals and man. (Jer. 27:4, 5) That is what Jesus Christ believed. (Mark 10:5, 6; Matt.

6:26-30) What do you personally believe?5 This question was recently asked of both students and teachers in a ninth-grade class in a Catholic high school located in New York state. The entire class responded that they believed that "man came by evolution." When asked if any of them believed that God made man, not one hand was raised. Further questioning revealed that they knew names and details connected with the teaching of evolution, but none of them knew even the name of the God who the Bible says made man. Did they really believe in evolution? Or was it simply that they knew something about evolution, whereas they had not been taught what the Bible says about creation? WHAT DO YOUR CHILDREN BELIEVE?6 It has come as quite a surprise to some parents when they learned the extent to which the teaching of evolution permeates the school courses. They may have taken for granted that, since they believed the Bible, their children would also accept what the Scriptures say about God and his creating of the earth and living things upon it. But when the school puts forth more effort to emphasize evolution than the parents do to give reasons for belief in creation, it is not difficult to see which viewpoint will more deeply influence the child.

(Prov. 22:6; Deut. 6:4-9) If you are a parent, do you take time at the beginning of each school term to examine the textbooks that your children will be using so you know what they are going to be taught? Doing so would show your deep concern for their welfare. Then, if you do find that the textbooks advocate evolution, what can you do about it? You can, of course, tell your child what you believe, and you should. But, to be truly persuasive, you may find that you need to read and discuss together certain portions of the school textbook, making sure that your child understands why the various theories in support of evolution are in error and what the facts are that support belief in creation.7 An examination of current school textbooks shows that, in the earlier grades in many localities, any direct mention of the term "evolution" is rare.

But the books may comment on early life forms that they say developed in the sea "billions of years ago" and "prehistoric" dinosaurs that lived "millions of years in the past." As the years pass, more details are given. In support of evolution, they point prominently to bones that have been unearthed and to fossils of living things in the rocks. These books also emphasize mutations, or changes in heredity, coupled with natural selection as the means by which new species came into existence. Your child may be given the impression that this has been well established by scientific research, and that, while he is free to believe in creation if that is what he chooses, all the facts support evolution. In order to reason clearly on the matter, your child needs your assistance.

He is in the world, exposed to its viewpoints, so he needs to learn to examine facts, reason sensibly and draw sound conclusions.-Prov. 5:1, 2.8 As an example, you may find it helpful to approach the matter as follows: How many facts do the advocates of evolution actually have? What does the fossil record really show? Their own writings admit that in the lowest rocks in which there are fossils, they do not find primitive life forms, but complex organisms representing most of the basic divisions of plant and animal life. They say much about primitive forms from which these evolved, and such are vital to their theory, but none of them have ever been found. Also, textbook illustrations and museum displays line up skeletons in a way that they say demonstrates the evolution of the horse, man and other creatures. But notice that each skeleton is fully formed.

They write at length about transitional forms, upon which their whole argument depends, but none are displayed with primitive forms of arms and legs on otherwise full-grown bodies. As for pictures that they draw, these are largely imagination; they have no photographs from which to work.9 The dates used by evolutionists sound impressive. But seldom do school textbooks include such items as the following from Science magazine of December 11, 1959: "Although it was hailed as the answer to the prehistorian's prayer when it was first announced, there has been increasing disillusion with the method because of the chronological uncertainties (in some cases, absurdities) that would follow a strict adherence to published C-14 dates." Nor do they alert students to the fact that potassium-argon dating of rocks starts, not with fact, but with an unprovable assumption concerning the condition of the rocks, and that, if even a tiny bit of argon remained in the rock when it was molten, the date could be millions of years too high. These are points that your child should know.10 What, then, of the mutations, actual changes in the heredity, coupled with natural selection of the ones that prove beneficial? The books point to examples of these, do they not? Reports and pictures are presented to show changes that have taken place in moths, fruit flies, grapes, and so forth. On this basis, it is speculated that greater changes could take place, that life forms radically different from their parents might result, and that natural selection would result in preserving those changes that were truly advantageous.

But what are the facts? The moths did not develop into eagles; the fruit flies did not produce buzzards, and the grapes did not become watermelons. Variation in color, size and flavor was possible, but there was no change into plants or insects of other kinds. Therefore, absolutely no proof for evolution. Reason with your children on these matters; help them to see the difference between fact and speculation. Show them that there is nothing wrong with true science; it is a study of the handiwork of God. But there is much that is falsely called "science" or "knowledge," and by accepting it some lose what is truly worth while in life.-1 Tim.

6:20, 21; AV. EVIDENCE OF CREATION11 Even more important than analyzing the weaknesses in the case for evolution, however, is our examining what the Bible itself says and its consistency with observable evidence. With marvelous simplicity the opening verse of Genesis says: "In the beginning God created the heavens and the earth." (Gen. 1:1) Thus it comes to grips with a question that baffles evolutionists. Instead of leaving us in the dark as to that fundamental point concerning the origin of all things, it tells us the answer, simply and understandably. It confirms our own observation of the...

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