Archives: Why is it vital to understand it? On evolution theory

Evolution

Why is it vital to understand it?

20/5/03

Chinese Axiom:
When things are investigated, knowledge is extended.
When knowledge is extended, the will becomes sincere.
When the will is sincere, the mind is correct.
When the mind is correct, the self is cultivated.
--Confucius

If Catholics really care for the salvation of their souls, then I would say that it has never been stressed enough, except by the ‘Fundamentalists,’ that it is crucial and imperative to understand evolution theory, or Darwinism for a better word.

First of all it is important to know what evolution theory stands for and what the main argument is. Regardless that evolution comes under different categories, such as theistic or humanistic evolution, its main assumptions are as follows:

1) that everything we know of the universe originates from the ”Big Bang” or in some “primordial soup;”

2) that human and animals are evolving, i.e. gradually developing for the better;

3) that everything that there is in the existing order [or disorder], is all that there is – no more and no less.

1) As a Catholic believer it is not possible give any credibility to this notion that our creation came from the Big Bang, the first reason being that such a Big Bang has never been proven – nobody were there to witness it. The whole idea of the Big Bang is to get rid of God as Creator of the universe. There is no compromise there, for if you do compromise, then you enter into the category of theistic evolutionary. Actually, it is in accepting this first postulation that the experts, the so-called exegetes, had to adapt Scriptures to suit the evolution theory and not the other way around. They formulated the concept that you cannot take Scriptures literarily, in particular the book of Genesis. They say that the first three chapters have been written in a poetic form. Therefore when Genesis says ‘seven days,’ it means something else, and so on. Following this logic, you might as well say the same for the Gospel, that Jesus did not meant this or that, and so on, ad infinitum.

I will refrain from doing any exegetics here, for it is not the scope of this writing. However, knowing that there is no scientific backing to support the Big Bang idea, I just dismiss it as a ‘big bang’ of bull dust.

2) We are evolving for the better, evolution theory says. They assume that man evolved from apes and other primordial organism. Again there are no evidence to substantiate such assumption. Conversely we know that a dog has always been a dog and a cow a cow. These experts - evolutionary theorists - are still looking for the missing link; the one, supposedly, one day will prove that man came from ape. It will never be found, because there is none.

In species and mutations, the experts claim that there are proofs for evolution theory. In the contrary, biology and genetic sciences say that mutations disagree with the evolution theory because of loss of information in the DNA. If there is loss of information there is no improvement, only degradation [for that see entropy= energy loss]. Mankind is not getting better today than what his ancestors were in history.

Furthermore, if we discount the Bible, saying that the seven days in Genesis are not to be taken literarily and things did not go in the way is written at all, then we might as well say that God is lying when He says, “And so it happened. God looked at everything he had made and he found it very good. Evening came, and morning followed-the sixth day.” [Genesis 1: 20-21]

“He found it very good.” The Bible states that everything God made was very good. The supporters of evolution theory say that death has always been there, for it is part of evolution process of the universe? I believe that the majority of Catholic people today believe in the evolution theory as fact. However, they never ask the most vital question: why was death there from the ‘beginning’ and if it was, why did God say that it was very good? Does that make any sense?

If God states that what He has made is good I don’t think that death was part of creation. And if we believe what God says, then death does not enter in the picture of creation. Who is the liar here, God or the evolution theorists? I firmly believe the latter.

Paul says that death entered in the world because of sin [see 1 Cor. 15:16-22, 42-44; Rom. 5:12-14; James3: 6; etc.]. As we see, evolution theory and Christian faith are in total conflict; and Catholic believers cannot compromise their faith just for the sake of fads or fearing to lose face. I rather would lose face for the sake of the truth than lose my soul in order to please ‘science’.

Furthermore, evolution implies a continuous evolving process, i.e. never resting. But we read in the letter to the Hebrews that just the opposite is true: " For we who have believed enter that rest, just as God has said, "As in my anger I swore, 'They shall not enter my rest,'" though his works were finished at the foundation of the world.... for those who enter God's rest also cease from their labors as God did from his." [Hebrews: 4: 3. 10]

Finally, evolution theory has to be seen as the Trojan Horse within the Catholic faith. There is no doubt that even before Darwin expostulated his ‘evolution of species’, Freemasonry was looking for a weapon with which to destroy the Catholic Church. They found it in Darwin - and a deadly one. We see today the fruit of this, for Christianity has lost its meaning for the majority of Christians. In our society, Bible is not relevant any more, and paganism revival [New Age] is stronger than ever.

The founder of the Illuminati, Adam Weishaupt, said in the eighteenth century “take God away from people’s life and Christianity will crumble.” That is exactly what evolution has done today. Three thousands years ago Troy was destroyed by the Grecians by the mean of a ‘horse’. Nowadays, thanks to evolution theory, faith in the God of the Bible has become questionable or destroyed altogether; will the Catholic Church survive?

But when the Son of Man comes will he find faith on earth? Luke 18:8

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Updated:

Evolution according "The Protocols of the Elders of Zion"

Soft Tissue Still in Tyrannosaurus Rex Bone!
Darwinism, like Marxism, is a wholly spurious philosophy (not science!) deliberately concocted in order to undermine the Christian world view. Ultimately, that is its very raison d'être. Lacking any genuine scientific credentials, the only reason it has any influence, at least over the uncritical, uninformed masses, is that it is propped up by the power of money, the money of the global elite. Thus, the qualifications for the evolutionist "scientist" of today are essentially venality and self-delusion.

The Protocols of the Elders of Zion make this very explicit: "The intellectuals of the goyim will puff themselves up with their knowledge and, without any logical verification of them, will put into effect all the information available from science, which our agentur specialists have cunningly pieced together for the purpose of educating their minds in the direction we want.

Do not suppose for a moment that these statements are empty words: think carefully of the successes we arranged for Darwinism, Marxism, Nietzscheism. To us Jews, at any rate, it should be plain to see what a disintegrating importance these directives have had upon the minds of the goyim." (Protocols, no. 2)

There we have it! Darwinism is nothing but a social control ruse. So when a Tyrannosaurus Rex bone, supposedly 70 million years old! turns up still sporting soft tissue, how will our devious ruse propagators react? Perhaps they'll create yet another thought crime: evolution-denial! http://www.catholicvoice.co.uk/archive.htm

A SCIENTIFIC DISSENT FROM DARWINISM [Pdf] "We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence

for Darwinian theory should be encouraged."

http://www.discovery.org/scripts/viewDB/filesDB-download.php?command=download&id=660

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The State of Affairs We Are In

16/9/2003

“School is the advertising agency which makes you believe that you need the society as it is.” Ivan Illich

“I am quite satisfied with the way I’ve been educated. My school was a good school.” were the words of an Italian 25 year-old son of an old friend. When he said it I wanted to ask him, ‘But how do you know? With what are you comparing it? What are your parameters for a good education? How do you qualify a good education today?’ And many other questions I wanted ask him. However, I did not make any comment, because I knew there was no point having an argument at that stage.

“John and I have only ever had positive experiences with school here in Australia, and we are happy with it,” was the response of a relative to whom I revealed my displeasure with the education system in Australia and elsewhere. Several times I came across people with the same “positive” attitude who never question, let alone criticise, the state of affairs we are in today.

As I have written a few essays in the past on education in a narrow and broader spectrum, there is no need to repeat myself on the same topic, apart from saying a few things as a reminder. If ‘Johnny’ cannot read, write or spell, it is a sign and a symptom of a very deep malaise in our modern society, which has lost the “road map.”

Berit Kjos in ‘A Strategy for Brainwashing’ says:

“How are we cultivate morality and character in our students without indoctrinating them … ?” This provocative question came from a 1988 ASCD (Association for Supervision and Curriculum Development) panel on moral Education. In his written statement, Richard Paul, Director of the Center for Critical Thinking and Moral Critic, shows how to hide classroom subversion behind misleading labels such as “critical thinking” and “individual moral reasoning skill.” Students “discover for themselves” that none of old ways fit the moral framework of the coming world order. Then they are led to “discover” what does fit earth-centered beliefs and new-paradigm values. Ponder these obvious steps to transformation:

1. Present palatable version of target beliefs.

2. Dismantle the students’ previous beliefs.

3. Blend new beliefs with science to add credibility.

4. Redefine words to fit the new beliefs.

5. Rewrite history.

6. Provide mystical experiences that contradict old beliefs.

7. Immerse students in enticing forms of the new belief.

8. Use target beliefs to answer questions traditionally answered by former beliefs.

Nowadays, we are able to observe how the above is being implemented. Yet the question is still legitimate and needs to be answered: ‘How and when do we know that education is good education?’ I will come to that.

‘A good education is good investment’ is the saying.

To illustrate my point, allow me now to compare the education system with money and economics§.

"Where is the money going to come from?" is a question often asked. Well, where does any money come from? It’s not mined or produced like a commodity, although there might, even in this day and age, be some among us who still associate money with something tangible, like precious metals. No, money is created when a loan is made. If you borrow $10,000 from a bank, do you ask where it comes from? You might suspect that the bank has it somewhere, just waiting for you to borrow it, and the banker would be happy to have you labor under that delusion. In fact, before you asked for it, the money did not exist. When the banker adds the number 10,000 to your bank balance – hey presto! – it comes into existence. Inflation, (im)pure and simple!

So where will the proposed $87 billion [for the Iraq effort] come from? From thin air, like all other money. The numbers created can be exchanged via cheques, or the familiar paper Federal Reserve notes.

The "amount" of money is not finite: money isn’t a thing. Spending X amount here doesn’t mean doing without X amount there. There’s no limit – spend away! Indeed, spending, per se, is a prime government priority. With no source of money except borrowing, and with each new borrowing increasing the total debt by more than the amount borrowed (let’s not forget interest!) the only hope that the economy can be kept afloat until the next election is to create (borrow) more money. With the debt burden so high, private borrowers might decide they’ve had enough: the interest burden is crushing them at a time when the economic outlook isn’t rosy. So Uncle can step in as the borrower of last resort. It’s the classical situation of trying to borrow one’s way out of debt, but there is no alternative – short of sound money, and an end to fiat money. Until that day, to keep the economy under some sort of control and keep prices from rising too rapidly, controls and taxes are necessary. And the people’s acceptance of the government’s fiat allows them to be controlled far more subtly than with whips and chains: economic control is the means by which we’re limited, controlled, and regulated, i.e., governed. [From, “The Cost of Money,”

by Paul Hein < http://www.lewrockwell.com/hein/hein34.html.

Fiat money, money that comes out of thin air, with no intrinsic value whatsoever, describes well what the state or government education system is: a ‘bubble full of hot air’.

H. L. Mencken wrote in the Baltimore Sun, February 23 1924:

“The assumption that it is the aim of the American public school to fan the intelligence and to produce large numbers of alert and curious youths of both sexes is foolish. The state maintains its control of elementary education, not primarily to reduce illiteracy and turn the eyes of the plain people toward the stars, but to make sure that they are not taught anything that is subversive.

“Public education is thus a police measure. The goal it moves toward is perfect standardization, perfect ‘discipline’, perfect imbecility.” http://www.americastateterrorism.com/AboutThisSite.html

All this happened because, for many decades, our education system has been based on a flimsy humanistic philosophy, anthropocentric rather than Christocentric, as it had been for many centuries.

So, how to qualify education as a good education today? The answer is, you cannot, because we don’t have the base to do it. Good money, as we have seen, has gold or other precious metal base as redeemer, or is debt free [not loan-made]; likewise education is a good education when it has God, i.e. the Father of Jesus Christ, at its beginning, at its end, as well as at its centre. God is the qualifier for everything, especially for education.

What we call education today is actually nothing but a humanistic indoctrination, a sort of monetary inflation – with no value in it. Your money, any money, is worth nothing, because it is based on debt; your education is worth little or nothing, because it lacks the qualifier, i.e. God. We have lost the parameter for measuring things – the yardstick is nowhere to be found.

Sir Walter Scott (1771-1832) said:

“We shall never learn to feel and respect our real calling and destiny, unless we have taught ourselves to consider every thing as moonshine, compared with the education of the heart.”

Finally, how then do we know education is a ‘good’ education? When we will reintroduce, or restore, the good back where it belongs – with us. The gospel according Mark 10: 17-18 says:

“Good teacher, what must I do to inherit eternal life?” Jesus answered him, “Why do you call me good? No one is good but God alone.

References and Links

Education – State school or Catholic school? [8/5/03] – Part one, two, and three, by Nadir Martello

Ashley Anderson [16 year-old girl] -- America's Failing Public School System http://www.newswithviews.com/public_schools/public_schools10.htm

Problems – Problems – Problems, Erica Carle, August 2 2002,

NewsWithVews.com

Destroying A Nation, Lynn Stuter, May 5 2003, NewsWithViews.com

Education, History of – http://wwwencarta.ninemsn.com.au/find/concise.asp?mod=1&ti=761561&page=2415

Catholic Education, 27/7/03 http://www.oltyn.com/cfn/CathEd.htm

FOCUS;

Using the Delphi Technique to achieve Consensus, Lynn Stuter www.icehouse.net/lmstuter

EDUCATION REPORTER http://www.eagleforum.org/educate/1998/nov98/focus.html

Bush, Gorbachev, Shultz and Soviet Education, by Berit Kjos www.crossroad.to

http://www.crossroad.to/text/article/Bush4-99.html

Habitat II The UN Plan For Global Control, Berit Kjos - www.crossroad.to

Charts: Three Sets of Meanings for Educational Buzzwords http://www.crossroad.to/charts/NewMeanings.html

Reinventing the World, part 2: The Mind-Changing Process, Berit Kjos http://www.crossroad.to/article2/Reinventing2.htm

BOOK

Brave new Schools, Berit Kjos, Harvest House Publisher, Eugene Oregon 97402 [1995]