Page 113 - The Origin of Life and the Universe - International Conference 2016

The Origin of Life and the Universe

Conclusion

The joint opinion of the speakers and scientists, academicians,
university students, artists, politicians and representatives of non-govern-
mental organizations who have participated in the conference is to revise
the curriculum in its entirety beginning from elementary education. Evo-
lutionary claims should not be presented as scientific facts and this one-
sided education should be brought to an end by introducing the scientific
proofs for Creation in the school curricula.
It must be explained to our youth that the theory of evolution is
obsolete and this theory that lies 150 years in the past is particularly
introduced under the pretext of science to distance people from the values
of religion, although it no longer has any scientific validity in the light of
today’s scientific findings.
Our proposal is: In those parts of textbooks where evolutionary
theory is given as an explanation to origin of life, the scientific proofs that
refute evolutionary claims (that will be summarized below) should be
included along with the scientific evidence for the fact of Creation that
rebuts evolution theory. There is an important requirement to provide for
scientific facts besides evolutionary claims. This is the only way in which
students will not be misdirected and it will allow them to make objective
decisions based on the scientific truths displayed for them. For that
reason, there is definitely a need for changing the school curricula to
present these scientific facts. Today, our children have no access to such
truths of science in the educational system, and thus they are subjected to
a biased education.
It is possible to give an outline of the scientific impasses of the evolu-
tionary theory as below: The theory of evolution cannot give an explanation
as to how inanimate molecules attained life. It cannot give an account to
how the first protein came into existence.

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