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• Initially, the Earth was a lifeless planet.
• There is life on Earth now.
• At some time in the past, life either originated on Earth, or came to Earth from outer space.
• Regardless of where or when life originated, it had to originate sometime, somewhere, somehow.
• Life either originated by purely natural processes, or else some supernatural element must have been involved.
• Science, as defined by the American public school system, excludes supernatural explanations.
• Science depends upon the “Scientific Method” for determining truth.
• The Scientific Method involves testing hypotheses using repeatable experiments.
• If there is a scientific explanation for the origin of life, it must depend entirely on natural, repeatable processes.
• If life originated by a natural process under certain specific conditions, it should be possible to create life again under the same conditions.
• For more than 50 years scientists have tried to find conditions that produce life, without success.
• Fifty years of failed attempts to create life have raised more questions than answers about how life could have originated naturally.
• Living things have been observed to die from natural processes, which can be repeated in a laboratory.
• Life has never been observed to originate through any natural process.
• “Abiogenesis” is the belief that life can originate from non-living substances through purely natural processes.
• The theory of evolution depends upon abiogenesis as the starting point.
• If the theory of abiogenesis is false, then the theory of evolution is false.
• The American public school system teaches that somehow the first living cell formed naturally and reproduced.
• There is no known way in which the first living cell could have formed naturally.
• The first living cell would have needed some mechanism for metabolism.
• There is no known natural process by which metabolism could originate in a lifeless cell.
• The first living cell would have to grow and reproduce for life to continue past the first cell’s death.
• Growth and reproduction require cell division.
• Cell division is a complex process.
• There is no known natural process by which cell division could originate by chance.
• According to the theory of evolution, single-celled life forms evolved into multi-cellular life forms.
• Multi-cellular life forms consist of an assembly of cells that have different functions.
• There is no scientific explanation for how a single cell could or would naturally change function.
• Single-celled organisms have a membrane which allows the cell to exchange some substances (“nutrients” and “waste”, for lack of better terms) with the environment.
• Not all cells in larger multi-cellular organisms are in contact with the external environment.
• Larger multi-cellular organisms need some method for the interior cells to exchange nutrients and waste with the external environment.
• Very large multi-cellular animals require a complex system (typically including teeth, saliva, throat, stomach, and intestines) for absorbing nutrients from the environment.
• Very large multi-cellular animals require a complex system (typically including lungs, intestines, heart, arteries, and veins) for distributing nutrients and oxygen to interior cells.
• Very large multi-cellular animals require a complex system (typically including lungs, heart, arteries, veins, kidneys, and bladder) for removing waste from interior cells.
• There is no satisfactory explanation how complex systems such as these could have originated by any natural process.
• According to the theory of evolution, an invertebrate life-form evolved into the first vertebrate life-form.
• Vertebrates have, by definition, a spine containing a nervous system.
• The nervous system detects stimuli and reacts to them.
• There is no satisfactory explanation for how the simplest nervous system could have originated by any natural process.
• According to the theory of evolution, some of the first vertebrates were fish, which have eyes and a brain connected by a nervous system.
• There is no satisfactory explanation how optical elements (typically including a lens, an iris and light sensors) could have assembled themselves by any natural process.
• There is no satisfactory explanation how image processing algorithms could have originated in a fish brain by any natural process.
• If the theory of evolution is true, then every characteristic of every living thing must be the result of a random mutation.
• Mutations have been observed that increase or decrease the size of some portion (or portions) of a living organism.
• Mutations have been observed that change the shape of a living organism.
• Mutations have been observed that duplicate existing features (cows with two heads, flies with extra wings, etc.).
• No mutation has ever been observed that provides a new function (sight, hearing, smell, lactation, etc.) in a living organism that did not previously have that function.
• Cross-breeding and genetic engineering can transfer existing functionality from one living organism to another.
• Cross-breeding cannot explain the origin of any new functionality in the first place.
• Artificial selection enhances desired characteristics by removing genetic traits that inhibit the desired characteristics.
• Artificial selection is more efficient than natural selection.
• There are limits to the amount of change that can be produced by artificial selection.
• Mutation and artificial selection have not been demonstrated to be sufficient to bring about new life forms from existing ones.
• Similarity of features is not definite proof of common ancestry.
• Similarity of features is often observed in objects designed by man.
• The fact that one individual was born later than another individual died is not proof that the later individual is a biological descendant of the earlier one, especially if they are of different species.
• Many different human evolutionary trees have been proposed.
• There is disagreement about hominid lineage because the “evidence” is meager and highly speculative.
• Darwin was correct when he said, “Any variation which is not inherited is unimportant for us.” 2
• Acquired characteristics are not inherited because they do not cause any change in the DNA.
• Explanations for how apelike creatures evolved into humans are fanciful speculations without experimental confirmation.
• There is no evidence to suggest that offspring of animals that eat cooked food are smarter than offspring of the same species that eat raw food.
• There is no evidence to suggest that mental exercises performed by parents will increase the brain size of their children.
• There is no evidence that if apelike creatures sometimes stand upright to see over tall grasses, it will increase the brain size of their children.
• There is no evidence that if apelike creatures sometimes stand upright to see over tall grasses, it will make it easier for their children to stand upright.
• Sedimentary layers are formed in modern times by such things as floods, mudslides, and sandstorms.
• The fossils in sedimentary layers formed in modern times contain the kinds of things living in that location.
• The concept of geologic ages is based upon the evolutionary assumption that the kinds of fossils buried in sedimentary layers are determined by time rather than location.
• All sedimentary layers formed in modern times are of the same geologic age, despite the fact that they contain different kinds of fossils.
• Radiometric dating depends upon assumptions that cannot be verified about the initial concentrations of elements.
• Radiometric dating of rocks brought back from the Moon is not a reliable method of determining the age of the Earth.
• “Dark matter” and “dark energy” were postulated to explain why astronomical measurements don’t match predictions of the Big Bang theory.
• When measurements don’t agree with theoretical predictions, it is generally because the theory was wrong.
• “We didn’t see it happen, we can’t make it happen again, and we don’t know how it could possibly have happened, but it must have happened somehow!” is never a satisfactory scientific explanation.
• Public schools should not teach any fanciful speculation that is inconsistent with experimentally verified laws as if it were true.
look closer. close your eyes. really, it's not about distance