Wontactmyage
Daisy Hill Studio
- Location
- A fly over State, USA
I found this inspiring
From Ken Ham,
When I first became a public school science teacher in 1975, we had the freedom to tell students about the bible & the account of creation.
As well as explaining to my students what the textbooks taught about evolution, I also shared with them evidence that confirmed the creation/Flood account in Genesis.
During one lesson, students told me they told their other science teacher what I had shared with them and she then taught them a different way to interpret the evidence that to them seemed to support evolution.
It was then that I realized it wasn't good enough just to teach these students what I believed about evidence, I had to do something which surprisingly seems to be lacking in education & that was to teach them how to think! Now that's radical!
I then explained that all evidence exists in the present & the presuppositions we have determine how we interpret evidence. All evidence is interpreted. So one had to look at the presuppositions/assumptions one had to understand why they were interpreting the evidence in a particular way.
I gave them a practical example. In their textbooks there was a chapter about scientists reconstructing the past from a group of fossils they had found. This find had fossils of aquatic & land creatures & plants. The scientists believed this had been a lake or pond & they used illustrations to show what this area may have looked like supposedly millions of years ago.
So I asked my students, what one thing do we know about the plants & animal fossils for sure? Do we know that when alive they lived with each other? Do we know that they died together? Do we know if they were buried together? Really, all we knew was they were buried together. We didn't observe them die. We didn't observe them living. I then asked if it was possible they lived in different places & could have been carried along by water & deposited where they were found. There was also no evidence showing clearly they all lived together.
Once the students were taught that all evidence is interpreted & they needed to search out a person's presuppositions to understand why they interpreted the evidence the way they did, it changed everything.
It wasn't the students who came back questioning me after this, it was the other teacher. She was really upset with me as she claimed I was stopping the students believing what she said. Of course this gave me a great opportunity to challenge this teacher concerning her evolutionary beliefs.
Sadly, most students aren't taught how to think about origins but what to think. And usually they're taught the evolutionary interpretations as fact. That's why we do something at the @CreationMuseum one doesn't find in secular museums. Before we walk people through the bible from Genesis to Revelation, we teach them that when it comes to the past one starts with God's Word or Man's word. We then illustrate in the exhibits how your starting point determines how you will interpret the evidence of the past. Once people get this key point in regard to how to think, it's like a light bulb going on & enables them to understand the battle over origins is a battle over different beliefs that determine different interpretations of the evidence.
This is why when I debated Bill Nye in 2014, I spent the first few minutes explaining the difference between beliefs about the past & interpretation of evidence in the present compared to using observational science in the present which involves direct observation & repeatable tests.
Some people were upset I didn't just present all the supposed evidence for creation. But if you do this without teaching how to think about evidence, the evolutionists will just reinterpret the evidence. That's why it is so important not just teach people what to think but how to think.
This then also enables one to teach about morality as the starting point one has determines how one interprets what right & wrong should be. How to think! That's very important.
Look him up. He has created the Ark in Ohio
From Ken Ham,
When I first became a public school science teacher in 1975, we had the freedom to tell students about the bible & the account of creation.
As well as explaining to my students what the textbooks taught about evolution, I also shared with them evidence that confirmed the creation/Flood account in Genesis.
During one lesson, students told me they told their other science teacher what I had shared with them and she then taught them a different way to interpret the evidence that to them seemed to support evolution.
It was then that I realized it wasn't good enough just to teach these students what I believed about evidence, I had to do something which surprisingly seems to be lacking in education & that was to teach them how to think! Now that's radical!
I then explained that all evidence exists in the present & the presuppositions we have determine how we interpret evidence. All evidence is interpreted. So one had to look at the presuppositions/assumptions one had to understand why they were interpreting the evidence in a particular way.
I gave them a practical example. In their textbooks there was a chapter about scientists reconstructing the past from a group of fossils they had found. This find had fossils of aquatic & land creatures & plants. The scientists believed this had been a lake or pond & they used illustrations to show what this area may have looked like supposedly millions of years ago.
So I asked my students, what one thing do we know about the plants & animal fossils for sure? Do we know that when alive they lived with each other? Do we know that they died together? Do we know if they were buried together? Really, all we knew was they were buried together. We didn't observe them die. We didn't observe them living. I then asked if it was possible they lived in different places & could have been carried along by water & deposited where they were found. There was also no evidence showing clearly they all lived together.
Once the students were taught that all evidence is interpreted & they needed to search out a person's presuppositions to understand why they interpreted the evidence the way they did, it changed everything.
It wasn't the students who came back questioning me after this, it was the other teacher. She was really upset with me as she claimed I was stopping the students believing what she said. Of course this gave me a great opportunity to challenge this teacher concerning her evolutionary beliefs.
Sadly, most students aren't taught how to think about origins but what to think. And usually they're taught the evolutionary interpretations as fact. That's why we do something at the @CreationMuseum one doesn't find in secular museums. Before we walk people through the bible from Genesis to Revelation, we teach them that when it comes to the past one starts with God's Word or Man's word. We then illustrate in the exhibits how your starting point determines how you will interpret the evidence of the past. Once people get this key point in regard to how to think, it's like a light bulb going on & enables them to understand the battle over origins is a battle over different beliefs that determine different interpretations of the evidence.
This is why when I debated Bill Nye in 2014, I spent the first few minutes explaining the difference between beliefs about the past & interpretation of evidence in the present compared to using observational science in the present which involves direct observation & repeatable tests.
Some people were upset I didn't just present all the supposed evidence for creation. But if you do this without teaching how to think about evidence, the evolutionists will just reinterpret the evidence. That's why it is so important not just teach people what to think but how to think.
This then also enables one to teach about morality as the starting point one has determines how one interprets what right & wrong should be. How to think! That's very important.
Look him up. He has created the Ark in Ohio
