Debunking evolutionary propaganda, Part 1: Basic propaganda techniques in college textbooks

and

Part 2: Fictions taught as fact in college textbooks

Check the cited information given. The question is, what will you do if you discover that all of the information is true?

“We live in a world where unfortunately the distinction between true and false appears to become increasingly blurred by manipulation of facts, by exploitation of uncritical minds, and by the pollution of the language.”

—Arne Tiselius, Nobel biochemist

For many years, I have written about the compromised state of modern science including its use of well-known propaganda techniques to promote the ideology of Darwinism (that complex life and intelligence “evolved” from a batch of chemicals). I have further warned about the loss of rights that would occur if Americans did not hold responsible the community which is pushing acceptance of a faith-based belief system full of fictions and falsehoods as though it were “factual science.”

Here, I hope to show that a legislative document endangering the long-trusted name of science to the effect of endorsing a State Religion has been introduced and pushed through U.S. legislation by several powerful institutions.

Fig. 1. When trusting children in grade school are exploited by the education system and placed in the hands of propagandists as part of the ‘Common Core’ Science Standards their formative window years for learning critical-thinking skills are lost forever. By the time these children have gone through the systematic 12-year indoctrination they will lack all ability to question Darwinism. This is accomplished through the techniques listed in Part 1 and Part 2. When American science institutions through U.S. legislation force an ideological belief on children while blocking classroom discussion of conflicting evidence you know you are dealing with corrupted sciences (the three corrupted sciences are biology, paleontology, and anthropology). “Science” does not behave this way and it discredits modern education. Manipulation of this nature is an affront to the intellectual rights of American children and their parents. Anyone who knows anything at all about State intellectual oppression in history should recognize what is happening here in the U.S. at this very moment.

In the document, the ideological tenets of Darwinism have been seamlessly interwoven with actual facts in a manner which easily deceives those (including PhDs, attorneys, and politicians) who are not objectively or experientially-informed about fossils and the tactics that scientists are willing to use in order to make evolutionary speculations appear to be facts. 95% of the propaganda techniques I detailed in Part 1 as being ubiquitous in college textbooks—including the most insidious—are in the document.

In a joint effort, three institutions—the National Research Council (NRC), the National Science Teachers Association (NSTA), and the American Association for the Advancement of Science (AAAS)—have managed to push through legislation in the 50 States an indoctrination package to create a ‘common’ ideological mindset in American children (Fig. 1). This crafty work of propaganda is a means by which a group professing science is able to force their ideas on children who are obligated to be receptive without having the normal scientific responsibility of providing evidence (Figs. 2-3)  challenging the material the children are forced to absorb. Anyone can force ideas on children. The evolutionary community after 150 years of special privileges of low rigor has failed to convince critical thinkers. So, now they are simply bypassing normal science and underhandedly going straight to systematic indoctrination of children in captive-audience K-12 classrooms.

The language is worded so that Darwinism—a religion masquerading as science—can be legally taught as fact protected by provisions assuring it can be taught unhindered by any

presentation of conflicting evidence. Not only is free critical thinking not permitted but children are to be assessed as having “understanding” only according to their ability to promote the tenets of Darwinism.

So let’s cut to the chase: The indoctrination package in its various forms is known by such names as “Common Core” and the “Next Generation Science Standards” (NGSS). They employ the same kinds of false statements of fact, obfuscation (intentional vagueness, confusion), half-truths, disinformation, faulty cause & effect, card stacking, milieu control, red herring, transfer, unstated assumptions, and other trickery I detailed in Part 1, Part 2, Part 3, and Part 4. Unfortunately (as a Star Trek fan) they also took advantage of the Star Trek: Next Generation science fan base by using the exploitation trick called ‘Transfer’ (Part 1, p12). Now that the effect of these deceptions—long inherent in textbooks—are included in U.S. legislative documents and are already being implemented a national lawsuit is not only possible but is a most worthy cause. Any attorney or politician worth their salt should be expert on recognizing abuses of language. And when you are participating in formation of a National State Religion, there is no excuse for U.S. politicians to simply trust the integrity of AAAS; they cannot be trusted because evidence of change is pushed while evidence of continuity is withheld (Figs. 2-3).

Fig. 3. Only three of thousands of examples of “living fossils” and other evidence that will be blocked from K-12 children or minimized through evolutionary double-speak. Do not trust anything evolution propagandists say about cognitive evolution or the topic of living fossils including their attempt to debunk the popular term as it is all aimed at protecting evolutionism. They must explain away any evidence that shows continuity. Modern animals are nearly identical to when they first appeared in the fossil record. Upper Left. Devonian age Lingula brachiopod from Spain. Lingula has shown virtually no change since it first appeared in the Early Ordovician, c. 485 million years ago. Upper right. A modern Lingula from Australia. Middle left. Pliocene age Terebratula brachiopod. The genus dates back to the Late Devonian, c. 380 million years ago. Compare with a modern-day terebratulid, Middle right, from the author’s collection. Lower left. Fossil horseshoe crab. Horseshoe crabs date back to the Late Ordovician, c. 450 million years ago. Compare with a modern horseshoe crab (and count the spines), Lower right. Half of what science calls different species are no more different species than dog breeds are.

Quotations are taken from:

DCI (Disciplinary Core Idea) Arrangements of the Next Generation Science Standards

[Notes: Important trickery is large font and bolded so that indoctrination language will stand out clearly. The normal science sections in the NGSS document are good; the problem is how the drafters have seamlessly interwoven false evolutionary statements of fact and other forms of deception into normal science. Remember, the trickery is multidimensional and has made it past the eyes of both naive attorneys, teachers, and legislators. The lawsuits on the matter that have been filed already are by concerned citizen groups where many are not aware of the depth of the corruption in the sciences I’ve been exposing (biology, paleontology, anthropology); nor do they know the depth of blinkeredness in teachers, professors, and other professionals whose critical thinking skills have already been wiped clean through ‘higher’ education. This is where the experts pointing out lack of thinking ability in U.S. graduates cited in Part 1 are easily proven to be true.]

1.) “The crosscutting concepts of cause and effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.”

-DCI Arrangements of the Next Generation Science Standards, p. 50.

[Faulty Cause & Effect, Part 1, p1]

2.) “An important aspect of the history of Earth is that geologic events and conditions have affected the evolution of life.”

-DCI Arrangements of the Next Generation Science Standards, p. 51.

[False statement of fact, Part 1, p1]

3.) “The fossil record... documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. … Anatomical similarities and differences between ... organisms living today ... and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.”

-DCI Arrangements of the Next Generation Science Standards, p. 66.

[Standard evolutionary double-speak, fact becomes inference, Part 2]

4.) “Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support

these explanations. Students can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection.”

-DCI Arrangements of the Next Generation Science Standards, p. 79.

[False statement of fact, Card stacking, Managing the news, Part 1; Leading the witness, Part 2, p1]

5.) “Evidence of Common Ancestry …Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms.”

-DCI Arrangements of the Next Generation Science Standards, p. 96.

[Card stacking, Half-truth, Obfuscation, Part 1; Standard evolutionary double-speak, facts lead backwards to inference, Part 2]

“Students who demonstrate understanding can:”

“Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms .… Emphasis is on finding patterns of changes. … [They can] Apply scientific ideas... to construct an explanation to infer evolutionary relationships.”

-DCI Arrangements of the Next Generation Science Standards, p. 66.

[Abuse of science and parental trust by promoting lack of discernment: Students are told to see only change when looking at the fossil record and to be blind to evidence of continuity (see Fig. 3); this way they can infer evolution. Use of the word “understanding” in context of a forced belief system is underhanded science.]

“Students who demonstrate understanding can:”

“Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. ...Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution.”

-DCI Arrangements of the Next Generation Science Standards, p. 96.

[Abuse of education: Captive students are graded on ability to profess and promote a mythology as though its status as fact is secure, turning students into missionaries—not scientists. Card stacking, Part 1. Abnormal science behavior: As in Part 3: p12: #33, students are being trained to convince themselves and others of evolution.]

The following quotes are from the fine print of the NGS Standards, p96:

“Evaluate the evidence behind currently accepted explanations.” ... “Ongoing branching that produces multiple lines of descent can be inferred.”… “Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment.” … “Changes in the physical environment … have thus contributed to the expansion of some species, the emergence of new distinct species.”

-DCI Arrangements of the Next Generation Science Standards, p. 96.

[First, remember that the term “species” is indiscriminately bantered about by the science community. It has become a “wild card” without firm definition making for easy use in Darwinism (Part 2). Second, contrary to what the science community tells people—that the history of life on earth is literally a chain of ill-suited species needing to evolve to survive—the actual fossil record consists of nothing but well-suited organisms that ‘ain’t’, and never were, broke. Part 2: p17:#10 (see also Fig. 3). Thirdly, what the NG Science Standards calls “currently accepted explanations” are nothing but origin myths clothed in rhetorical jibber-jabber. Notice above that what “can be inferred” seamlessly morphs into the usual false statements of fact. Obviously, those pushing this agenda are not true scientists as already proved in Debunking Evolutionary Propaganda Part 3 and Part 4.]

The following quote from the mandate, that American children—for a grade—may only interpret evidence in one way should leave no doubt as to the degraded state of U.S. science education. This one is for middle school children:

“Students can construct explanations based on evidence to support fundamental understandings of natural selection and evolution. ...They are able to use fossil records ... to support their understanding.”

-DCI Arrangements of the Next Generation Science Standards, p. 50.

Americans need to recognize that the NG Science Standards for biology—legislation to force Darwinism on students as fact while blocking them from exploring conflicting evidence—is corrupted science. For these “Standards” to have made it this far is the result of decades of textbook fraud and a lack of interdisciplinary perspective regarding the fossil record. Aside from children losing the K-12 window for developing critical thinking skills American complacency and gullibility are being tested. Any grade school subject depending upon tactics such as those discussed is not ready to be taught as science.

John Feliks has specialized in the study of early human cognition for twenty years demonstrating beyond any reasonable doubt that human cognition does not evolve. His work and empirical geometric evidence has been censored by the evolution community. Earlier, his focus was on the fossil record studying fossils in the field across the U.S. and parts of Canada as well as studying many of the classic texts Treatise on Invertebrate Paleontology, Index Fossils of North America, etc.). He wrote the article, Ardi: How to Create a Science Myth, and claims that all pre-human hominids or similar claims for transitional invertebrate fossils are equally easy to debunk because when a paradigm is flawed it is not difficult to debunk everything it contains. With the NG Science Standards now blocking critical thinking and children’s rights to autonomy, Feliks encourages students of all ages from kindergarten to PhD to openly challenge the ideology being forced on them as fact in the captive-audience classroom with full confidence that evidence is there to support them.