Wednesday, March 11, 2009


In response to Mike Egnor Timothy Sandefur writes...

"... to teach the (non-existent) “weaknesses” of evolution in a government
classroom is almost always (a) contrary to the lesson plan—and therefore a
violation of a teacher’s employment contract—or (b) in reality an attempt to
teach creationism to school children as true."


"The non-existent 'weaknesses' of [Darwinian] evolution"?!?
Darwin's "Origin of the Species" proposes to originate new species through the use of randomization (random variation, random mutations, random gene duplication, random genetic drift, etc) plus natural selective destruction that destroys (weeds out/filters out) the unfit. But both randomization (that throws functionally integrated biological systems off target) and "Natural Selection" (that destroys the unfit) are destruction functions.

One glaring weakness of Darwinism therefore is that it is utterly illogical to expect new biological construction(+) to be the result of these (and any) destruction(-) functions (I.E. agents of doom). It is utterly illogical to expect randomness (the logical opposite and utter absence of order) to produce new biological order. Filtered accidents are still accidents.

If Darwin's book had been called "The (microevolutionary) Filtration of the Species" at least it would have been logical. Darwin's theory was illogical "out of the box." An illogical formulation is a catastrophic weakness of any scientific theory. Einstein's general theory of relativity has its weaknesses (such as its failure to integrate well with Quantum mechanics) but at least it is logically sound!