Evolution: The 800-pound Gorilla

In what has portent for every Board of Education in the United States, the Florida State Board of Education recently tossed a banana to scientists who affirm that Darwin’s theory makes sense. Florida teachers are now required to teach the theory, and call it just that, as well they should.
Evolution has hung around 150 years and been extolled or excoriated by scientists of all stripe. Those who proclaim its validity, conveniently overlook magnificent flaws in the theory. But they should be heard. And their arguments weighed.
On the flip side, many of those who go ballistic over the concept, do so–not because they are onto the scientific waffling of the theory–but because it conflicts with their religious beliefs. That discussion has no place in any science classroom.
Kids need to know a theory as grand as evolution. They need to know how Darwin cranked it up and the evidence he saw that seemed to convince him to speculate that we evolved from that first cell of life, in some primordial soup. Followed by his speculation that living species changed over time.
They also need to know that the theory of evolution poses some scientific gaps that currently seem unbridgeable, for teaching the theory without teaching its shortcomings is proselytizing, not teaching.
The gnawing questions about the theory are legion: How did that first cell of life pop up from five inorganic elements? Life requires information. The smallest cell of life contains as much information as the New York City Public Library (52 million volumes). This, in a cell so small we cannot see it. No known science can show how information can create itself, which that first little bugger had to do.
How does a lizard (cold-blooded, lays eggs) become a rat (warm-blooded, gives birth)? In essence, if a rat evolved from a lizard there’s a hold-the-phone moment in the whole process: How does a half rat/half lizard reproduce?
Where is proof of a single evolved species? Every so-called ‘evolved’ species is only speculated to have evolved. Scientists have every right to speculate at will; but they have an obligation to call guesswork what it truly is. Some find it difficult to believe that whales ‘evolved’ from polar bears. And germs that lose their ability to respond to penicillin, for example, are not a new species—merely a defective species that will return to form later.
Just where is the fossil trail? The ‘Cambrian Explosion’ is an era when suddenly fossil layers are found in the subsoil. But there’s a problem: Those fossil critters are fully developed, not little fellers on their way somewhere. Where are the beginners?
And, yes, it always comes to this: Where is the missing link? Darwin himself shook his head over those horrendous chasms, as he called them, gaps that have not been bridged in the 150 years since. Maybe someday those gaps will be filled with solid science; but certainly not today.
None of the supposed missing links–Nebraska Man, Java Man, Peking Man, et al.--actually steps up to the evolutionary plate and hits a homer. Even poor little Lucy’s knee was found 2 miles away and 200 feet deeper in the ground. Seems like quite a stretch there. For all we know, Lucy may well have been Lucifer.
Science is all about questioning and Florida science teachers, as well as their colleagues nationwide, should teach the substance of the theory of evolution. Teaching about the theory is no more anti-religious than is teaching the many ways in which human beings reach out to various altars of higher powers.
Learning does not corrupt. It’s people who do.