In 2006, in the cold Arctic north, in an area on Ellesmere Island in Nunavut, Canada, the fossilized remains of our great, great, great to the nth degree uncle Tiktaalik were discovered. The name, Tiktaalik, is a Inuktitut word meaning “large freshwater fish.” The fossil was estimated at 375 million years old.
What this fossil did was fill in one of the “missing links” in the fossil record between amphibians and the tetrapod (four-legged animals.) The skeleton of the fish bore the unmistakable evidence of early formation of shoulder and wrist structure.
One of the scientists involved in the discovery, Jennifer A. Clack, a Cambridge University expert on tetrapod evolution, said of Tiktaalik, “It’s one of those things you can point to and say, ‘I told you this would exist,’ and there it is.”
Just as evolution described it would exist, it did. Uncle Tiktaalik is just one example. It filled a gap previously occupied by the intelligent designer fallacy, the god of the gaps.
The (inane) argument against evolution, the promotion of the teleological argument for the existence of god, aka intelligent design, is gaining ground in public education. It is the opening round of the dumbing down of America.
Proponents assume both are on equal footing and should be “taught” in school. Nothing could be more detrimental to education than teaching students unquestioning acceptance of information without proof.
It is not teaching, it is indoctrination. Science admits it cannot explain everything, but continues to seek the answers. Religion claims you can’t explain it so it must be god and no further inquiry is necessary.
The contradiction arises in what one considers teaching. In teaching science, one details not just the result or most comprehensive theory (in the scientific sense) but the process and the emphasis on skepticism. Science is based on the ability of independent verification, or falsification, of the conclusions. Nothing more so than the unquestionable evidence for evolution.
Teaching Intelligent design, the teleological argument for the existence of god, is the educational equivalent of “Because I said so…” As are most religious instructions. No fundamental understanding of the process is necessary. Understanding is an anathema to faith. As a matter of fact, I would argue the teaching of Intelligent Design specifically prohibits and discourages any questioning of the logic (or lack thereof) behind the contention and demands it be accepted.
It is similar to the argument for the god of the gaps. where “god” fills the gaps in scientific knowledge. This argument fails, of course, with each new scientific advance. And, to demonstrate the inconsistency of these arguments for existence of a supreme being, whenever science fills in one of these gaps, a new interpretation of Biblical verse is proposed, i.e. the Bible knew this all along.
Here’s one example.
“The idea is that as scientific research progresses, and an increasing number of phenomena are explained naturalistically, the role of God diminishes accordingly. The major criticism commonly states that invoking supernatural explanations should decrease in plausibility over time, as the domain of knowledge previously explained by God is decreasing.
However, with modern advances in science and technology, the tables have been literally turned. With the advent of electron scanning microscopes, we have been able to observe the intricate workings of the cell for the first time. What had originally and simplistically been thought to be nothing more than a “blob” of protoplasm is now seen to be far more complex and information-packed than had ever been conceived of previously…
…In reality, a belief in God can be derived by means of an objective assessment, rather than the subjective conjecture that may have been the case millennia ago. But many people simply deny what is obvious to them. The Bible addresses those very people: “The wrath of God is being revealed from heaven against all the godlessness and wickedness of men who suppress the truth by their wickedness, since what may be known about God is plain to them, because God has made it plain to them. For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that men are without excuse” (Romans 1:18-20). The God-of-the-gaps argument is an example of “suppressing the truth” because it relegates God to a “backup” explanation for those things which cannot yet be explained by natural phenomena. This leads some to the faulty conclusion that God is not the omnipotent, omnipresent, absolute Being of whom Scripture testifies.
…There is much for which the natural sciences simply cannot provide an explanation, such as the origin of the time/space/matter continuum and the fine-tuning thereof; the origin and subsequent development of life itself; and the origin of the complex and specified information systems inherent in all living things, which cannot (nor ever will be) explained by natural means. Thus one cannot rationally divorce the supernatural from the observed universe, proving once again that “in the beginning God created the heavens and the earth” (Genesis 1:1).” https://www.gotquestions.org/God-of-the-gaps.html
They apparently can’t even recognize the inconsistency in their own writing. “God’s invisible qualities—his eternal power and divine nature—have been clearly seen.” Ah, if they are invisible how can they be seen? Or that the fine-tuning argument has long been overcome by evidence. Nor can they get past the “uncaused cause, the unmoved mover, or the who created god” issue.
Nothing could be more detrimental to education than teaching students unquestioning acceptance of information without proof.
Joe Broadmeadow
This invasion of public secular education by the religious evangelicals was foretold by one of the most preeminent conservative Republicans, Barry Goldwater, and called out for what it was, a usurping and diminishing of public education, secular government, and the separation of church and state.
“Mark my word, if and when these preachers get control of the [Republican] party, and they’re sure trying to do so, it’s going to be a terrible damn problem. Frankly, these people frighten me. Politics and governing demand compromise. But these Christians believe they are acting in the name of God, so they can’t and won’t compromise. I know, I’ve tried to deal with them.” Barry Goldwater.

If evangelicals get full control of public education, we are in serious trouble. There would be blind acceptance of this type of nonsense, the devil in the smoke of 9/11. Another mythological creature “seen” by the hysterical faithful to justify their faith.
https://nymag.com/news/9-11/10th-anniversary/satans-face/
Something that can easily be explained by the behavior of heat and gasses and a powerful example of how our evolution made pattern recognition a key to survival. Better to think what you see is a danger, i.e. a lion, a snake, etc. than to ignore it because of uncertainty.
Given the opportunity, evangelicals would replace the periodic table with the decalogue, a map of the solar system with an earth-centered universe, and replace teachers who encourage students to question everything with parrots of the irrational who teach blind acceptance.






