18th AND 19th century scientists Pt 14

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18th AND 19th century scientists Pt 14

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World War I (1917-1918). Darwinism basically taught
that there is no moral code, our ancestors were savage,
and civilization only progressed by violence against
others. It therefore led to extreme nationalism, racism,
and warfare through Nazism and Fascism. Evolution was
declared to involve “natural selection”; and, in the
struggle to survive, the fittest will win out at the expense
of their rivals.

Frederich von Bernhard, a German
military officer, wrote a book in 1909 extolling evolution
and appealing to Germany to start another war.
*Heinrich von Treitsche, a Prussian militarist, loudly called
for war by Germany in order to fulfill its “evolutionary
destiny” (*Heinrich G. von Treitsche, Politics, Vol. 1, pp.
66-67). Their teachings were fully adopted by the German
government, and it only waited for a pretext to start the
war (*R. Milner, Encyclopedia of Evolution, 1990, p. 59).
Communist Darwinism. *Marx and *Engels’ acceptance
of evolutionary theory made *Darwin’s theory the
“scientific” basis of all later communist ideologies (*Robert
M. Young, “The Darwin Debate,” in Marxism Today,
Vol. 26, April 1982, p. 21).

Communist teaching declared
that evolutionary change, which taught class struggle,
came by revolution and violent uprisings. Communist
dogma declares that Lamarckism (inheritance of acquired
characteristics) is the mechanism by which this is done.
Mendelian genetics was officially outlawed in Russia
in 1948, since it was recognized as disproving evolution.
Communist theorists also settled on “synthetic speciation”
instead of natural selection or mutations as the
mechanism for species change (*L.B. Halstead, “Museum
of Errors,” in Nature, November 20, 1980, p. 208).

This concept is identical to the sudden change theory of
*Goldschmidt and *Gould, which we will mention later.
*John Dewey (1859-1952) was another influential
thought leader. A vigorous Darwinist, Dewey founded
and led out in the “progressive education movement”
which so greatly affected U.S. educational history. But it
was nothing more than careful animal training (*Samuel
L. Blumenfeld, NEA: Trojan Horse in American Education,
1984, p. 43). The purpose was to indoctrinate
the youth into evolution, humanism, and collectivism.
In 1933, Dewey became a charter member of the
American Humanist Association and its first president.

Its basic statement of beliefs, published that year as the
Humanist Manifesto, became the unofficial framework
of teaching in most school textbooks. The evolutionists
recognized that they must gain control of all public
education (*Sir Julian Huxley, quoted in *Sol Tax
and *Charles Callender, eds., Evolution after Darwin,
3 vols., 1960). Historically, American education was based
on morals and standards; but Dewey declared that, in order
to be “progressive,” education must leave “the past”
and “evolve upward” to new, modern concepts.

The Scopes Trial (July 10 to July 21, 1925) was a
powerful aid to the cause of evolution, yet scientific discoveries
were not involved. That was fortunate, since,
except for a single tooth (later disproved), and a few other
frauds, the evolutionists had nothing worthwhile to present
(*The World’s Most Famous Court Trial: A Complete
Stenographic Report, 1925).
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