History books, including most school text books, imply that, when
Darwin burst on the world scene in 1859 with his book The Origins of Species, he took the
world by storm and, soon, the world converted from evolutionism to
creationism. The conversion was, it is usually implied if not stated
directely, due solely to pure scientific discovery and research. In
fact, the story is quite different, as Dr. Herbert eloquently documents
in this excellent book. Theology has much to do with the development of
Darwinism and, probably, was the major reason behind the 'Darwinian'
revolution, not empirical science.
Jerry Bergman Ph.D. has taught biology,
genetics, biochemistry, anthropology, geology and microbiology at
Northwest State College in Archbold, Ohio. He has in print over 600
publications and 20 books.
This book costs $20.00.
As a religious man, Charles Darwin sought the answers to these
questions of life: Where did I come from?, Why I am here? and Where am
I going? This book costs $10.00.
Unlike the vast majority of books dealing with origins, Dr. Herbert's
book does not attempt to prove any particular position. Instead, the
philosohical framework of the common positions is laid out and
readers are encouaged to draw their own conclusions based on informed
critical thinking/
Clint Sheehan
Ph.D. is a physics professor and has authored a number of articles in
leading scientific journals.
This book costs
$10.00.
David Herbert, a retired Secondary School history
teacher, received his B.A. from the University of Western Ontario, M.A.
from Wheaton College (U.S.A.), M.Div., from Heritage Theological
Seminary (Canada), and M.Ed., Ed.D. from the University of Toronto.
Parental
Empowerment and the Instruction of Origins
Be advised that we, the parents if [student’s
name], believe that the topic of origins is one of a
religious/philosophical perspective. Creationism and evolutionism are
models based on definable underlying assumptions in order to explain
past events; consequently, neither is scientific.
Sec. 264. 1c of the Education Act states that
every teacher in Ontario is “to inculcate by precept and example
respect for religion and the principles of Judaeo-Christian morality
and the highest regard for truth . . . .” The same Act in Sec. 51.1
states: “A pupil shall be allowed to receive such religious instruction
as the pupil’s parent or guardian desires.”
Regarding the instruction of the topic of origins,
whether done formally or informally, the Ministry of Education
has stipulated that “different points of view on such controversial
issues as evolution[ism] and creationism should be discussed, where
appropriate, in the classroom” (24 September 2002). The rationale was
clearly delineated a few months earlier: “Such discussion is deemed a
useful teaching tool in helping students understand and compare
different viewpoints and theories (21 March 2002). Furthermore, the
Ministry’s position is that indoctrinational religious instruction has
no place in the curriculum or programs of the province” (Education
About Religion in the Public Elementary and Secondary Schools,
Memorandum #112, 6 December 1990).
As parents, it is our desire that the instruction
concerning the question of origins be done within the presuppositional
approach in order to demonstrate the religious nature of the two models
of origins. Our request is consistent with Sec. 264 1c, Sec. 51.1 and
also with the Ministry of Education’s expectation that religious
instruction is to inform students rather than to have them conform to
one particular belief system. The present instruction of origins—a
violation of the Ministry’s directives—teaches only one belief system,
namely evolutionism.
The presuppositional teaching strategy will also
achieve another important goal as outlined by the Thames Valley
District School Board’s Mission Statement (September 2003) which is “to
sustain quality learning environments that enable learners to acquire
knowledge and develop critical thinking skills.” Furthermore, it is the
sole responsibility of the teacher to demonstrate to us, as parents,
that he/she has indeed provided this type of instruction.
We understand that the educational success of our
child is a result of the partnering between the home and the school.
Such parenting must be based upon “communication which is interactive,
open, and honest [and] builds trust and commitment” (TVDSB’s Mission
Statement). To that end, we, as concerned parents, have taken the
necessary steps to become informed regarding the presuppositional
approach as it relates to the question of origins in order that we can
assist in the religious development of our child.
