Welcome to the home of "The Question Evolution Project". There is no truth in goo-to-you evolution. We are bombarded with dubious evidence for the "fact" of evolution. Contrary evidence is suppressed. That is against the true spirit of scientific inquiry. Using an unregistered assault keyboard, articles and links to creation science resources are presented here so people can learn something besides materialistic propaganda. בְּרֵאשִׁית, בָּרָא אֱלֹהִים, אֵת הַשָּׁמַיִם, וְאֵת הָאָרֶץ.

Monday, November 19, 2012

Using Fraud in Evolution Education? You Betcha!


We have explored the willingness of evolutionists to indoctrinate children, even though their critical thinking skills suffer. (After all, belief in evolution is more important than thinking, yes?) Eugenie Scott has been downright dishonest in her crusade to attack creation science and Intelligent Design, and textbooks contain outdated and fraudulent material. It should not come as a surprise that students are presented with the long-debunked drawings of Haeckel and told that they are real. In addition, their reasoning skills are hindered with question-begging exams!
 A government education institution recently provided a textbook example of how evolutionary dogma blinds the eyes of educators, crushes the ability of students to think critically and hinders the progress of true science.

The biology paper in the Higher School Certificate exam on 19 October 2012, a major public matriculation exam in New South Wales, Australia, contained a question featuring Haeckel’s fraudulent embryo drawings.

Ernst Haeckel’s peers, well over 100 years ago, knew his embryo drawings were fraudulent, and this has been widely publicised, even by notable evolutionists such as Stephen Jay Gould.2 Yet they are still widely used in education, as the NSW exam question reveals, although some professional evolutionists claim that they are not.

Note that the drawings on the exam paper are simply labelled “fish”, “amphibian”, “bird” and “human”. This seems to be deliberately vague. Apart from the human, there is no indication of which species the drawings were supposed to represent. In reality there are substantial differences within a class. Nor is there any indication of the stage of development. In this way the students are left with the impression that embryos are far more similar than they really are, and the authors seem to be more protected against criticism for inaccurate drawing.
You can continue reading "Biology Exam Fraud", here.

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