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Evolution Exposed: Deconstructing False Science – Part 1

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Evolution Exposed: Deconstructing False Science

Part 1

Some in the scientific community question the theory of evolution; others believe it is fact. What is the truth behind the evidence?

Learn the why behind the headlines.

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This series investigates the theory of evolution, revealing that there is much more to the story than what is commonly taught. After laying a truthful foundation and building upon it, the reader will see that the theory collapses, and that the confusing series of explanations, definitions and suppositions supporting it are weak and shallow. Each part builds upon the previous, and the entire series should be read to grasp the fullest picture—and the vital implications that flow from its conclusions.

The origin of life has for several generations been a hotly contested and unnecessarily complicated issue.

Scientists, educators and theologians staunchly stand in opposite ditches, unable to see the full picture. Their deep-seated biases have turned an inspiring subject into one filled with bitter controversy. This need not be.

Throughout this series, the subject of evolution will be made plain. Many of its teachings will be deconstructed and the underlying assumptions exposed. You will be left with a conclusive picture about the theory of evolution. Your thinking—and understanding—about the foundation of the world will be forever changed.

You have but one task as you read: Review the evidence with an open mind. Do not allow any existing bias to blind you to this crucial understanding. The implications are much greater than you probably realize.

Most scientists believe that evolution is the foundation for many disciplines of science. Biologists, geologists, archaeologists, biochemists, etc., would state that evolution is the starting point for further study.

Why is evolution cemented in the minds of many as fact, when it is nothing more than theory?

How did this occur?

Certain aspects of evolution may be confusing and difficult to understand. Do not be surprised! The rationale invented to support evolution is bewildering and complicated. It is tiresome and boring. Certain facts are conveniently left behind, and tedious scholarly language is used to stop most people from examining the subject in detail. Left frustrated, most assume evolution to be fact.

This series will demystify the subject. You will know if evolution is science fact or science fiction. Convoluted and illogical theories will be simplified in a way never before presented. While some sections are technical, the more detail given, the better you will be able to see through the theory’s “smoke and mirrors.” Clear and simple logic always destroys ill-conceived suppositions.

Once evolution is dismantled, you will be left with many questions—and serious implications.

Conflicting Opinions

Even a cursory review of this subject demonstrates that decades of scientific study have resulted in little more than assumption, disagreement and widespread confusion. Allow the late Colin Patterson, once the world’s foremost fossil expert, to summarize: “One morning I woke up and something had happened in the night, and it struck me that I had been working on this stuff [evolution] for twenty years and there was not one thing I knew about it.”

He addressed his concerns to both the geology staff at the Field Museum of Natural History and the Evolutionary Morphology Seminar at the University of Chicago, saying, “Can you tell me anything you know about evolution, any one thing…that is true?” Each time, he was met with weak explanations, hypotheses and theories.

The only salient comment came during the Evolutionary Morphology Seminar, in which one participant stated, “I do know one thing—it ought not to be taught in high school.”

This led Mr. Patterson to conclude, “It does seem that the level of knowledge about evolution is remarkably shallow. We know it ought not to be taught in high school, and that’s all we know about it.”

What are the facts about the theory of evolution? What do we actually know? What is the basis for its near universal acceptance?

You will be amazed at what the scientific evidence reveals!

Science is Logical

No matter the discipline, when one is presented with a vast swath of empirical data, sound logic must be used to interpret it. Right conclusions can only be reached when proper logic is employed. Faulty logic—often called logical fallacies—cause error, confusion and misinterpretation. Sometimes these fallacies are used by accident; other times the motives are more sinister.

In the latter case, fallacies are meant to cause an audience to misinterpret data and reach a wrong conclusion. By creating a tangled web of confusion, the data is impossible to navigate and correct conclusions are lost.

While it should not be so, science is riddled with logical fallacies. Nowhere is this more true than with the subject of evolution. The seven fallacies below are the most commonly used to explain evolution. As the evidence unfolds, try to recognize these fallacies in the evolutionist’s arguments.

  • Hasty Generalization: A small sample is used to reach a broad conclusion. Suppose your local car dealership only sells red cars; a hasty generalization is to conclude that all dealerships in your country only sell red cars.

  • Begging the Question: Often referred to as “reasoning in a circle,” or circular logic. An assumption is used to prove a conclusion; in turn, that conclusion is used to prove the original assumption.

  • Misuse of Authority: Pointing to a group of experts to validate a conclusion, even if those experts disagree with each other or with the conclusion. An example would be stating that dentists prefer a certain brand of toothpaste, but never actually polling them about their preference in the first place.

  • Appeal to the People: Using the general public as a basis for proving a hypothesis, instead of relying on relevant evidence. Stating, “Of course, everyone accepts that as fact,” would be an example.

  • Argument to Future: Stating that while a theory is not yet proven, it will be with further study and investigation.

  • Hypothesis Contrary to Fact: Repeating as new a theory or hypothesis already disproven. This is akin to asserting that the earth might be flat, when evidence already demonstrates otherwise.

  • Chronological Snobbery: When a theory is either refuted or proven by dating “evidence” as extremely old, making it either no longer available or impossible to verify.

One theme flows throughout all fallacies: They are false! Through dishonesty and lies, a proponent attempts to deceive. People would not be surprised if such a person was a snake oil salesman or a con artist. However, it is shocking how often scientists use such deception to promote the theory of evolution as irrefutable fact.

Inescapable Law

There is an overarching law governing the entire universe. It is so intrinsic to everyday life that most apply it without knowing. It is inescapable. Everyone is impacted by it.

It is the law of cause and effect.

Drop a rock and it falls to the ground. The effect is the rock hitting the ground; the cause is gravity. Jump into a swimming pool on a hot day and you are refreshed. The effect is feeling refreshed; the cause is jumping into the water.

Cause and effect is so universal and proven, it carries the status of being a scientific law: causation, which states that every effect can be traced to a cause that happened before (or simultaneous to) the effect.

All effects must have causes. It is that simple.

Linking cause and effect with another set of scientific laws—thermodynamics—makes the picture sharper. The word “thermodynamics” comes from the Greek words therme, meaning “heat or energy,” and dunamis, meaning “power.” It is the study of how energy is transferred, and is usually defined by three fundamental laws, on which all disciplines of science are based.

We will focus on the second law in this example (covering all in more detail later in the series). The second law states that the total entropy (unusable energy) of any isolated thermodynamic system tends to increase over time, approaching a maximum value. In laymen’s terms, it can be summarized by saying that when left alone, everything “burns” its usable energy, eventually reaching a point of no usable energy.

Consider: Water is heated on a burner to the boiling point. If the stove is turned off, the water’s temperature will drop instead of rise. Water will dissipate heat until it reaches room temperature.

Here’s another example: Connect a light bulb to a battery, and it will produce light. Over time, the battery will fully drain, and you will be left with no light and a dead battery. Instead of having two usable items, both will eventually reach a state of complete entropy—no usable energy.

Left alone, energy always changes from usable to unusable.

This is closely related to the law of cause and effect. Scientific laws are immutable and complement one another.

Combining cause and effect with the second law of thermodynamics, we reach a fascinating conclusion. Every effect has a cause and, over time, all systems have less usable energy. This means that the effect always has less usable energy than the cause. Said another way, every cause results in a lesser effect. The effect must have less energy, be less complicated, be less advanced than its cause.

The theory of evolution states that a more “evolved” life-form (the effect) stems from a simpler one (the cause)—in violation of both cause and effect and the second law of thermodynamics.

So begins the quandary of evolution…

In Part Two, we will look into what the theory actually means. You may be stunned at how many differing definitions it has. Then we will investigate how a scientific law and theory are defined—and whether evolution fits into either category! Also in Part Two, we will tackle the first assumption of evolution: survival of the fittest.

After learning the facts, you will be amazed that this theory is universally accepted. Again, if you keep an open mind, you will find yourself agreeing with the comments from the Evolutionary Morphology Seminar that evolution “ought not be taught in high school”!

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