The American Electorate and the current GOP:

Teaching school children evolution is foundation for Godlessness

E. Scott Cracraft’s letter in the Jan. 12 Laconia Daily Sun concerned a proposed bill that would have creationism taught along side evolution in science classes in public schools. Scott says, that, “Science is what can be empirically demonstrated. Otherwise, it is a matter of faith or philosophy,” and that the theory of evolution meets that criteria and that creationism does not.

Let’s start there. […] In fact, I think I can make a better case for the Biblical creation account being empirical, and if not empirical at least reasonable, than Scott can for the theory of evolution.

What we know of history seems to support that the early chapters of Genesis are actual history […]

Teaching our children evolution in school these past generations has provided a foundation for Godlessness in our generations and all of the evils that goes along with it. […]

Darwin vs. design — if one is taught, should the other be required?

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“Darwin did his study and his theory many, many, many years ago,” said state Rep. Sue Allen (right), R-Town & Country, a co-sponsor of the bill. “I think research and science have changed so much over time that it’s naive to believe one theory such as evolution without considering the other options.”

The legislation, introduced by state Rep. Rick Brattin (right), R-Harrisonville, with five co-sponsors, is known as the Missouri Standard Science Act. It starts off with three definitions, from “analogous naturalistic process” through “biological evolution” to “biological intelligent design,” which it says is “a hypothesis that the complex form and function observed in biological structures are the result of intelligence and, by inference, that the origin of biological life and the diversity of all original species on earth are the result of intelligence.”

Inherent within that definition, the bill adds, is the existence of a designer:

“Intelligence-directed action is necessary to exceed the limits of natural species change, which is a combination of autogenous species change and environmental effected species change,” says one section.

Adds another: “The lack of significant present-day observable changes in species due to random variation, mutation, natural selection, adaptation, segregation, or other naturalistic mechanisms implies intelligence as the cause for all original species.”

Given those assumptions, the bill says, both Darwin and design must get equal treatment in Missouri classrooms, down to an equal number of pages of material in textbooks and supplemental material if needed. In all standard science courses using empirical data, “only such data which has been verified or is currently capable of being verified by observation or experimentation shall be taught.”

[…]

Brattin, who sponsored the bill, told the Beacon it is all about bringing objectivity to the classroom.

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“We don’t know what happened 10 million years ago. We don’t know what happened 100 million years ago. It’s all theory.”

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So, if this electorate decides who is President, then…. ?