Thursday, June 22, 2023

Creation Moment 6/23/2023 - India Aces Out Darwin

......to the lieutenants, and the deputies 
and rulers of the provinces which are from India.....
Esther 8:9
 
"It was a decision that was echoed throughout the world: “India dropping core science topics from school textbooks,” including evolution. 
 
Q: What really happened?
Nature Magazine reported “the National Council of Educational
Research and Training (NCERT) — the public body that develops the
Indian school curriculum and textbooks — released textbooks for the new academic year that started in May.
Typical are the comments of Stanford University science-education researcher Jonathan Osborne who opined: “Anybody who’s trying to teach biology without dealing with evolution is not teaching biology as we currently understand it … It’s that fundamental to biology.
 
 Science educators are particularly concerned about the removal of evolution. A chapter on diversity in living organisms and one called ‘Why do we fall ill’ has been removed from the syllabus for class-9 students, who are typically 14–15 years old. Darwin’s contributions to evolution, how fossils form and human evolution have all been removed from the chapter on heredity and evolution for class-10 pupils. That chapter is now called just ‘Heredity.’”
 
India has 256 million primary and secondary students. In short, the claim was made by those opposing evolution’s removal that “Evolution… is essential to understanding human diversity and our place in the world.” Not a word was mentioned in the protests about the many documented problems with the Darwinian worldview. 

More than 4,500 scientists, teachers and science communicators have signed an appeal organized by Breakthrough Science Society, a campaign group based in Kolkata,
India, [organized to] reinstate the axed content on evolution.
 
In reviewing articles about India’s removal of teaching evolution from grades 9 and 10, all implied, or stated, that the evolutionary worldview was an absolute fact that explained the creation of humans and biological history. None mentioned the option of teaching it as only one theory of origins, or a theory in which both sides (pros and cons) will be examined. None mentioned that evolutionists themselves differ about evolution. It is obvious from my reading that evolution was being taught dogmatically, not objectively as all theories should be taught." CEH