Chapters (18)
- Cover
- Foreword
- Introduction
- Chapter One - Christianity Is Under Attack
- Chapter Two - Evolution Is Religion
- Chapter Three - Creation Is Religion
- Chapter Four - The Root of the Problem
- Chapter Five - Crumbling Foundations
- Chapter Six - Genesis Does Matter
- Chapter Seven - Death: A Curse and a Blessing
- Chapter Eight - The Evils of Evolution
- Chapter Nine - Evangelism is a Pagan World
- Chapter Ten - Wake Up, Shepherds!
- Chapter Eleven - Creation, Flood, and Coming Fire
- Appendix 1 - 20 Reasons Why Genesis and Evolution Don't Mix
- Appendix 2 - Why Did God Take Six Days?
- Endnotes
- Resources
Glaring examples of bias can be seen in public education in response to the creation ministry. The following conversation, which is rather typical of students in the public school system, shows what bias is all about. After a presentation on creation, one student stated, "There is no way Noahs ark could be true he couldnt have fitted all the animals on board." I then asked the student, "How many animals would he have needed to have put on board?" He gave the usual reply: "I dont know, but it certainly couldnt have happened." "I then asked him how big was the ark?" Again he answered, "I dont know, but he couldnt have fitted the animals on board." In other words, here is a student who did not know how big Noahs ark was, or how many animals God would have needed to put on board, but he has already decided it is a fairy tale that could not have happened.
At one town a keen supporter of creation ministries told how he had spoken to fellow academics at a local university concerning Noahs flood. They, of course, mocked and scoffed at the idea. He then mentioned that someday someone may find Noahs ark on Mount Ararat. One fellow academic turned to him and said that even if they found a big boat that looked like Noahs ark on the top of Mount Ararat and dragged it to the main street of the city, he would still refuse to believe it. His bias was showing.
There have been many occasions where I have been able to give a convincing and logical presentation to the students. Many of them then looked to their teachers to try to make some point that could demonstrate where I was wrong. It is easy to read the expressions on the students faces. They are saying that this all sounds convincing but surely there must be something wrong with it because they really do not want to believe that the Bible is true. A teacher may respond by asking a question that sounds to the student as if the teacher has proven me wrong. In the students eyes there is no way that I would be able to answer the question. Often students spontaneously break into applause (their way of rejoicing over what they think is my demise). However, it is interesting to watch their faces and see their jaws drop when I am able to give a reasonable answer to the question they are back where they started. It is sad to see that, for many of them, they have already made up their minds and decided they really do not want to believe the Bible.
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