The article opens by acknowledging that 66 percent of Americans believe creationism is definitely or probably true from a recent poll. Yet the article turns to biological anthropologist Greg Laden for how to squelch the opposing viewpoint to evolutionism.
Laden’s blog advises high school teachers on handling creationist students who speak up.
Laden’s blog advises high school teachers on handling creationist students who speak up. Laden recognized that these students were being equipped by their parents, churches, and creation ministries. He called out Answers in Genesis (AiG) in particular as a source for such nonconforming students.
As “little 10th graders can be the strongest crusaders,” Laden urges teachers to take such threats to evolution seriously: “When Pastor Bob arms your student with creationist claims and sends him or her into your classroom, he is creating not just a disruption or an annoyance, but a professionally dangerous situation for you.”
Laden does not recommend responding to the student’s questions in open dialogue with the class because the slippery slope he wants to avoid is “teaching the controversy.” Apparently, evolutionism must be protected from any opposing evidence or worldviews. So Laden recommends shutting down the discussion by taking the student out for a no-nonsense warning, advising the following:
You can't talk about religion in your science classroom. This means you can't have a conversation about creationism in your classroom. You may have to pull the student aside and indicate that this discussion will not happen. The student will object, indicating that “intelligent design” is not creationism. You must very firmly indicate to the student that according to the current, standing law, intelligent design IS creationism, and creationism IS religion, and religion cannot be discussed in any way whatsoever in a science classroom without risk of breaking the law. It may be necessary to indicate to the student that continued attempts to bring this conversation into the classroom have to be seen as a disciplinary problem.
Laden urges parents to make a “decisive take-down of a creationist teacher who is in violation of the law.”
In his next blog, Laden urges parents to make a “decisive take-down of a creationist teacher who is in violation of the law.” Laden recommends issuing a complaint with the school administration and the National Center for Science Education.
He laments about the number of creationist teachers. Even if they don’t teach their worldview, he says it is “difficult to believe that their creationism does not affect their teaching, at the very least by reducing the emphasis they place on the mortar that holds all the bricks of life science together: Evolutionary theory itself.”
Laden acknowledges here that evolution is a worldview that affects how science is viewed and interpreted. By falsely dichotomizing molecules-to-man evolution as science and creationism as religion, evolutionists hope to censor any differing views in the classroom.
Contrary to Laden’s adamant assurance that speaking about creation is against the law, students and teachers do have certain freedoms to speak. To defend against intimidation, they should be aware of the relevant laws (see links below).
In this battle of the worldviews, AiG gladly accepts Laden’s blame of providing students, parents, and churches with answers for their faith. But contrary to what many think (or even “report”!), AiG does not seek to mandate the teaching of creation in the classroom; rather, AiG equips and encourages Christians to stand for the truth of God’s Word within their legal rights.
But even if you should suffer for righteousness' sake, you will be blessed. Have no fear of them, nor be troubled, but in your hearts honor Christ the Lord as holy, always being prepared to make a defense to anyone who asks you for a reason for the hope that is in you; yet do it with gentleness and respect, having a good conscience, so that, when you are slandered, those who revile your good behavior in Christ may be put to shame (1 Peter 3:14-16).
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