The December 1999 issue of Science Teacher ran an article entitled “Attitudes Toward Evolution” by two investigators, Weld & McNew, who “were surprised to unearth polar discord among preservice science teachers.” The researchers came to this startling conclusion:
Teachers are nearly split over the existence of scientific evidence for creationism (48 percent agree or strongly agree that there is much scientific evidence for creationism), though most do not perceive creationism and evolution as equally viable scientific alternatives for explaining present life forms (p. 29).
Looking beyond the obvious bias against creation science (seen, for example, in their using the word “creationism” but not “evolutionism”), the authors report that virtually every other American science teacher polled, recognizes evidence for creation. Scripture teaches as much in Romans 1:19–20:
Because that which may be known of God is manifest in them; for God hath shewed it unto them. For the invisible things of Him from the creation of the world are clearly seen, being understood by the things that are made, even His eternal power and Godhead; so that they are without excuse.
The case for creation (and therefore against evolution) has always been clearly seen, as atheist Garret Hardin of UC, Santa Barbara indirectly said in his Scientific American book, Thirty-Nine Steps to Biology. Consider the revealing titles he gave to two major sections in this fascinating book: section 1, “Fearfully and Wonderfully Made”; and section 2, “Nature’s Challenges to Evolutionary Theory.” This is the point we at ICR constantly make; it’s not only Scripture that challenges the philosophy of neo-Darwinism, but the clear design in nature.
In the second half of the above Science Teacher quote, we see how the worldview of the teacher collides with this clear evidence for creation. In other words, the two authors are saying that although there is scientific support for creation, some teachers choose not to see this evidence in a viable, scientific light because it would conflict with evolutionism.
This exciting statistic could not have come at a better time, as many school boards throughout the nation take a second critical look at the strange “molecules-to-man” philosophy in public schools.
