This is the online edition of In the Beginning: Compelling Evidence for Creation and the Flood
(7th Edition) by Dr. Walt Brown. The online version of the book is designed to be read online.
A PDF version or hardbound print version may be ordered.
Copyright © 1995–2008, Center for Scientific Creation. All rights reserved.
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How Can I Become Involved in This Issue?
People who learn about the case for creation and the adverse and far-reaching consequences of evolution frequently ask, “What can I do?” Others incorrectly feel this is merely a scientific issue that must be left to scientists. Actually, each of you, with your unique circumstances, interests, and abilities, can help expose these evolutionary myths. Here are eight possibilities.
1. Understand the Problem. Evolutionary theories and interpretations are usually taught as facts. Teachers, textbooks, and the media frequently convey the attitude that evolution is the only scientific and intellectually respectable view of origins. Students are implicitly presented with a choice, a false dichotomy: “Are you going to hold a narrow-minded religious belief, or are you going to accept a scientific explanation?” Evolution is thus protected from competent criticism, and students are kept ignorant of its many shortcomings. Scientific data are ignored (see pages 6–99), while the accuracy and authority of the Bible are undermined. Students who were taught this way are now teachers, professors, publishers, and textbook writers. The creation movement threatens their position, prestige, and income, so they tend to ignore the scientific evidence opposing evolution and supporting creation.
2. Words to Avoid.
- Creationism. Popular and frequent use of the word “creationism,” even by creationists, is unfortunate; the preferred term is “creation.” Why? Words have power. To most people, “isms” are usually bad. For example: terrorism, communism, racism, sexism, socialism, antisemitism, humanism, scientism, etc. The term “creationism,” therefore, is prejudicial. Furthermore, “isms” are belief systems or ideologies. Although creation has important belief aspects, creation is not just a belief, as evolutionists maintain, but is supported by much scientific evidence. The term “creationism” de-emphasizes this scientific evidence and carries the negative connotation of most “isms.”
- Prove. Science doesn’t prove anything. Proofs occur only in mathematics. Furthermore, mathematical proofs are not absolutely true, since one begins with assumptions called axioms and postulates. If they change, your “proofs” change. In science, nothing is ever absolute, and not all the evidence and possible explanations have been considered. Those who use the word “prove” in a scientific context usually are overstating something. Hardly ever will you hear an experienced scientist say that something in science has been proved. Better terms include indicates, suggests, confirms, and supports. In science, explanations (hypotheses and theories) are made increasingly plausible or implausible by evidence.
3. Learn More and Teach Others. Tell your friends what you have learned. Encourage them to learn more about the creation-evolution issue. Excellent books and periodicals are available—some at your local libraries and bookstores. Learn more yourself, and explain it to others in formal and informal settings. Conduct tours to nearby museums, and identify the errors in their displays. You will be surprised at how excited and grateful people become after learning this information. A growing number of people work full time giving presentations on creation. If you are an effective speaker, you may wish to consider such work. Demand for speakers greatly exceeds the supply.
Those interested in forming a group to study this book may request a Study Guide. [See page 448.]
4. Talk to Educators. Write or talk to teachers, school officials, and school-board members in your community. Ask them such questions as the following: Are you aware of the many fallacies concerning the theory of evolution that we have all been taught? Are you teaching all the scientific evidence? Are you aware that the great majority of the American public wants both evolution and creation taught? Are you aware that more than 85% of the public do not want only evolution taught?1 Our message to educators should be:
- Teach the scientific evidence for and against evolution. [See pages 406–407 for responses to standard objections to doing this.]
- Teach students to think critically: to examine evidence, to test alternative hypotheses, to question, to identify hidden assumptions, to think accurately, and to reach their own conclusions.
- Teachers should become technically up-to-date and learn the evidence concerning origins.
- Teachers have a responsibility for the accuracy of what they say in their classrooms, especially about the subject of origins.
Many educators mistakenly believe that most scientific creationists want to legislate their views into the classroom. Assure teachers and professors that few, if any, scientists who are creationists advocate legislation that would force certain views to be taught. Even if every legislature required teachers to present both creation and evolution, unproductive hostility and ridicule would result. The scientific evidence for creation is so strong that education and persuasion are much more effective and lasting.
Explain to friends and educators that most creationists advocate the following:
- No religious doctrines or writings should be taught—or ridiculed—in science classes in public schools.
- All the major scientific evidence dealing with origins should be taught at the appropriate grade levels.
- When a theory of origins is presented, any reasonable opposing evidence should also be presented.
5. Propose the Origins Research Project. Encourage science teachers and professors, as well as members of boards of education and boards of trustees, to add an Origins Research Project to their curriculum (see page 394). Such a project, in which each student decides which theory of origins is best supported by the scientific evidence, could be one of the most interesting, maturing, and valuable projects the students ever experience. The project is appropriate at the high school or college level, can be tailored to fit many school or classroom situations, requires no special teacher training, favors no theory of origins, is not restricted to just two models (creation and evolution), focuses on only scientific evidence, removes any concern about bringing religion into public schools, involves only a moderate amount of classroom time and expense, and includes a variety of materials from which the instructor can choose.
6. Challenge Evolutionists. Encourage knowledgeable evolutionists to enter either written or oral debates on this question of origins. [See pages 408–410.] If they decline, make a point of asking, “Why won’t evolutionists debate the scientific evidence?” Do not argue with such evolutionists until you are familiar with the evidence. If you are not, refer these evolutionists to those who are.
7. Expose Theistic Evolution. Speak with pastors, ministers, priests, or rabbis. Show them that the scientific evidence is consistent with the biblical account of creation and the worldwide flood of Noah’s day. If they are not already aware of it, explain that evolutionists are reluctant to debate this issue on a scientific basis. Then point out the many problems with theistic evolution (see pages 385–391) and the subtle means by which the Bible has been falsely discredited because of evolution. Encourage church leaders to add creation books and audiovisual materials to your church library and invite speakers to address this subject. Consider speaking on the subject yourself.
8. Inform the Media. Write letters to television stations and newspaper and magazine editors. Compliment them whenever they provide accurate and balanced coverage of the creation-evolution issue. Provide polite and reasoned criticisms when they assume that evolution is a fact or when they avoid the scientific evidence. In the case of television, send a copy of your letter to the program’s advertisers. Inform the advertisers and media officials of the public’s positions on the issue of origins.2