Second, Al Mohler has done a very good job pin-pointing the problem with last night's debate. Nobody's mind was changed. The starting point for both men (and their supporters) was too far apart. It's like two runners who enter a race that is to be run in two separate stadiums. The start line, the race itself, and the finish line are so far from the other runner, that the spectators aren't exactly sure where to look. Ken Ham believes "in the beginning God created" and Bill Nye believes "by chance-the universe evolved from nothing." Ken Ham is a six-day creationist and not all Christians (as Bill Nye pointed out) agree with his interpretation of a six-day duration of creation. But at least those Christians who do not hold to six-day creationism do hold to Intelligent Design. Bill Nye's "molecule to man" evolution is in another arena of thought altogether. I would enjoy a debate between two Christians who disagree over six-day Creationism more than I enjoyed last night's debate because at least those debaters would be sparring in the same stadium.
Third, what struck me most about Bill Nye was his insistence that Noah could never have built an ark like the one described in Genesis because some of the finest and greatest engineers and boatmen attempted to build a similar wooden boat several millennia later after Noah and those modern ship builders could not accomplish their task. Nye deems Noah a cave man and modern men geniuses, so the story of Noah and the ark must be myth. Of course, Nye's evolutionary philosophy teaches that mankind is evolving to greater and higher forms of intelligence.
Nye, however, needs to put his science cap on and do a little observational science to test his philosophy of evolution. He might be surprised to find man is devolving, not evolving. Sure, technological advances occur at a greater rate than ever, but the nature of man is such that mankind is devolving intellectually and spiritually. Had the ancient Egyptians had our base of scientific knowledge, their stunningly engineered pyramids would have orbited the earth.
It takes only a moment to prove devolution. Take linguistics as an example. The languages of man devolve. They never evolve. Isaac Newton, in my estimation the greatest scientist to ever live, believed it essential for children to learn the classical languages (Greek, Latin, Hebrew, Greek, etc...) before the age of twelve. Newton, like my dear friend George Ella, believed superior human languages are in the past. Language is devolving. The oldest languages, like those of the ancient Sumerians and Hittites--and particularly the language of a Shemitic tribe called Hebrew--are highly complex and inflected languages. The Greek language did not evolve from grunts and groans and cave drawings to Homer's Illiad. Neither did The Song of Solomon evolve from Hebrew stick figures. Hebrew love poetry from Solomon is eloquent and extremely complex, surpassing the Hebrew literature of today. The languages of mankind have devolved over the centuries. Where are the Hebrew Solomon's of today? Where are the Greek Homer's of today? Where are the English Chaucers and Shakespeares of today?
George Ella, writing on the life of the English educator William Cowper, shows the how teaching children from an evolutionary philosophy is detrimental:
William Cowper would harshly condemn the way children are prevented from reading early and correctly in today’s schools. Parents are now scolded for teaching their children to read and write before entering school. Cowper would see this (scolding) as a further neglect of family life and abuse of family privileges and duties, and thus a form of child abuse. Cowper would accuse modern schools of adopting an evolutionary approach to language learning, drilling in arbitrary sounds, syllables, morphemes and phonetics instead of teaching words in a sense context. This is an unscientific attempt to substitute grunts for language and thought.
For Cowper, the best way to learn to read was the ‘story’ approach, whereby children are confronted with complete sense units such as The Lord’s Prayer or a parable or short Biblical account. Old Lob and Mac and Tosh carried on the ‘story’ method during the early nineteen-forties, but the post-war period went to extremes in experimenting with impractical systems. Happily, the story method is again being introduced into schools throughout Europe. Learning by meaningless sounds, syllables and phonetic fantasies has failed.
In Cowper’s day there were many learned autodidacts such as John Newton the great preacher, Thomas Scott the commentator, William Carey the missionary and Professor of languages, Captain Cook the mathematician and explorer, John Gill and John Brine the Baptist leaders. Newton learnt mathematics and Latin by writing in the sand during his slavery. Scott taught himself languages whilst working as a grazier, Carey learnt whilst mending shoes and Cook gained his schooling through practical experience. Modern education rules out such learning completely as pupils are seen as vessels to be filled rather than organisms able to nourish themselves given the right means. Fed with seven or eight lessons a day, children cannot find the muse and leisure for independent thinking and growth. Each child is taught to write in the same way, to read in the same way and to take in the very same facts. Often, only when school ends for the day do they begin to think for themselves. Many are then too exhausted to bother or homework destroys their coming to grasp with what they have learnt. School guidance nowadays means absolute control and the pupil has no liberty in dealing with the curriculum forced on him. He must like it but cannot lump it.One of the results of the "molecule to man" evolutionary approach to the education of children is a failed educational system. A belief in evolution turns children into cavemen where educators grunt at them. Teenagers turn into tawdry targets of leisure and intellectual laziness that educators tolerate. It's hard for the modern educators to understand that children in America and England just two hundred years ago were expected to read and learn the Bible and study and learn Greek and Latin in elementary school. The devolution of man continues.
One day William Cowper saw an article condemning John Newton (author of Amazing Grace) for proposing that all life and learning should begin with the Bible. Cowper wrote a searing poem against the folly of those who condemned Newton for his educational approach:
“These critics, who to faith no quarter grant,
But call it mere hypocrisy and cant
To make a just acknowledgment of praise,
And thanks to God for governing our ways,
Approve Confucius more, and Zoroaster,
Than Christ’s own servant, or that servant’s Master.”
Bill Nye's mockery of Noah as an ancient caveman with an inability to engineer a massive wooden boat for the protection of life from the judgment of a flood is consistent with his worldview of evolution. Nye's evolutionary philosophy has blinded him to the important truth that man is devolving over time, not evolving. The only hope for us all is a return to God and His Word.
Noah engineered an ark of stunning efficiency that surpasses the abilities of modern wooden ship builders, and even Noah's eloquence in preaching to the scoffers of his day far surpasses any poor attempts by modern preachers of righteousness, including me. The devolution of man affects us all.