Factors that Determine School Effectiveness

If we review the factors that determine school effectiveness we can see that education technology is only one of the issues in one of the sections of one of the factors (Teaching/Learning Process) from a number of factors that determine the effectiveness of schools. Education Technology is only 'an array of tools that may assist' and high-end education technology is not really an important Teaching and Learning issue for quality teachers and lecturers who are dynamic and creative in their teaching practices.
Below we can see in perspective the role of education technology in an effective school "".


Original Diagram from: Factors that Determine School Effectiveness (World Bank)

Adequate Facilities

Schools of course need basic facilities including a Computer Laboratory and Library that is sufficiently stocked with books. All schools are responsible for teaching computer and Information Technology Skills (ICT). The study of technology is an important issue for all school levels in Indonesia because all students who leave school need computer skills. In Indonesia many students leave school after Junior High School and there are still many students who leave after Primary School therefore it is important that all school levels teach basic computer skills including primary schools.

The Government and School Principals are responsible for achieving the pre-requisites for effective learning mentioned above including computer laboratories, libraries, School Climate and Enabling Conditions.
Variety in Teaching Strategies

It is the Teachers' and Lecturers' responsibility to provide variety and creativity in teaching strategies. Educators must maximize their abilities and creativity in order to provide lesson plans and strategies that are both interesting and effective. A major issue in the planning of these effective strategies is that the learners are encouraged to be as active in the learning process as possible. Teachers and Lecturers can choose from all forms of learning support including models, audio-visual aids, and an array of technological tools.

An important issue when choosing technology as a learning tool is that you use it for the shortest duration practicable because many forms of technology like video and data projectors can make the role of the student very passive during the Learning / Teaching Process, and can create boredom if not used carefully.

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Teaching & Learning Activities (TLA)

We believe that improving the quality of Teaching and Learning Activities (TLA) is the most important issue related to achieving quality education in Indonesia. However, before we discuss specific TLA issues we need to discuss some general issues and define some specific issues that determine the quality of education.

Is the objective of Teaching and Learning Activities to deliver/transfer some specific information or knowledge, or to teach a specific skill or competency to the learner? Or are there broder objectives to be achieved?

We can still remember when Competency-Based Curriculum (CBC) emerged formally in Indonesia. Many teachers in the field were quite confused. This was due to a number of issues including the fact that many competencies itemized in the curriculum were not clear competencies, and they would be very difficult to assess. Another reason for the confusion was that teachers didn't believe that they would have enough time to teach and assess each of the competencies, as there were so many of them.

However, this is not a problem because we don't need to teach each of the competencies individually. In one lesson we can teach and assess many competencies simultaneously.

In fact in every class we are obliged to teach as many competencies as we can whether we use CBC or not.

What is Quality Education?

There are many definitions for quality education but we feel that this definition from UNICEF (below) is complete enough:
• Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;
• Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities;
• Content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace;
• Processes through which trained teachers use child-centred teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities;
• Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.
How can we implement quality education in Indonesia?
"Learners who are healthy" Firstly we need to be aware that health and well-being are education issues. For instance when I mentioned at an education seminar recently that 5,000 children under 5 die each day in Indonesia because of diarrhea the reaction was one of silence, the relevance perhaps wasn't clear. This is why our Education Network has a specific news section "Education & Poverty" because poverty and health are two factors that significantly effect education (for all) here.

"Environments that are healthy" Tens of thousands of schools in Indonesia are either damaged, collapsed, or collapsing. If we are serious about achieving quality education "for all" this must be the main priority for achieving basic education equity in Indonesia. Even though learning resources and facilities are very important issues, all students (and teachers) have the right to be able to access a school without fear for personal safety.

"Content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life". Curriculum needs to go through constant review and update according to the changing environment and needs of our students so that they can face the future confidently and creatively.

There are usually three versions/variations of curriculum that we need to address; the National Curriculum, Regional Curriculum (perhaps includes some local language content), and the School Curriculum (reflects the desires and needs of the school community including the general local community and industry). Local school curriculum is very important and can take the form of extra-curricular activities for addressing specific issues like religion, social skills, independency skills, skills associated with local industry needs (vocational), etc. Local school curriculum can be very helpful for improving the quality of human resource outcomes at the local level.

"Processes through which trained teachers use child-centred teaching approaches"
What do we mean by "child centered"? Child centered learning is a system of learning in which the focus for the learning is upon the learner, not the teacher. The teacher assumes a role as more of a facilitator or manager of the learning process. For instance in kindergartens the teachers often teach the children through their participation in games. In the game there will be learning activities which facilitate various types of learning for instance; social skills and resolution of problems, counting and numeracy, drawing, motor skills, telling stories in their own words, general creativity skills, etc.

At the Primary and Junior Secondary levels (Basic Education) there are already many fine examples which prove the benefits and gains from "Child Centered Learning". In Indonesia it is called Learning that is Active, Creative, Effective and Enjoyable (PAKEM) or Contextual Learning and you can find many examples at Basic Education (MBE).

At the Senior High School lever (SMU/A/K) we can still see many learning activities in the schools that are not yet Student Centered. Maybe because there are still many teachers that aren't familiar with the process, or as we sometimes hear, the teachers are still doubtful that they can finish the curriculum on time using PAKEM methodology. However, by utilizing the PAKEM L/T process the students can learn very quickly and enjoy the learning experience while gaining other forms of learning i.e. life skills, self-mangement, independence, research, etc, while they are learning the main or primary topic#.

#Remember we said above: "In fact in every class we are obliged to teach as many competencies as we can whether we use CBC or not"

Contextual learning is one of the issues that often signifies the differences in the quality of learning between national and international schools. However, several national schools have been using contextual learning for some time for instance Madania in Parung, Bogor, West Java.

It's in Higher Education where we can witness teaching and learning practices in most classes that are very passive. The learning process is usually very 'lecturer centered' with the students tending to "sit sweetly", and they are rarely involved actively in the learning process.

Does it have to be like this? Certainly not!

Lecturers, like teachers in schools, are responsible for making the learning experiences of our students as active, time-effective and as meaningful as possible. We need to be creative and utilize strategies, even though our classes may be quite large, whereby our students are as active as possible during the learning process.

A few years ago when I was working in a very well known Australian university I needed to improve my knowledge of anatomy for a professional massage course that I was undertaking. I asked some physiology students for recommendations about basic anatomy classes that would be useful. Their recommendation shocked me because they said that I would be better off just buying the anotomy textbook and reading it because that is all the lecturers do, they work their way through the textbook. As a teacher I found this revelation to be apalling.

For those lecturers that may be reading this, have you ever attended a series of semiars based mainly upon oration or speeches for a whole day? Were you longing to go home or go to sleep? Now most presenters use laptops and data projectors. Is it really any different? After two or three presentations aren't you still longing to go home or go to sleep? It's just the same, isn't it?

Sometimes the poor utilization of technology makes the situation even worse because if you are sitting at the rear of the room you may not be able read what is on the screen, and you feel that you are not even included because you can not access to the information.

The one issue that will most significantly raise the quality of education in Indonesia (and elsewhere in universities) is the activation of our learners in the learning and teaching process (LTA) at all levels of education, not issues like technology.

Education technology is only an "array of tools that might prove useful" for where they can improve the learning and teaching process, but the technology must be appropriate and doesn't need to be highly sophisticated. If we frequently use the same technologies, even the most hi-tech, our students can quickly become bored. Often the simplest form of technology can provide the greatest assistance to our teaching and learning activities (TLA).
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Creating an Automatic Saving Program in New Document of Microsoft Word

Creating a new document is an activity simply. But we sometime forget to saving it. So this article helps us to saving the document automatically.

When you click File New or Ctrl+N the dialog will seen like :


After it you give a file name, for example Fitri:



Like last article, We use Visual Basic Editor fasility. Follow the steps behind:
You click Tools => Macro => Visual Basic Editor or enter keyboard together (ALT+F10) so will dialog visual basic editor. After that step is done, then right click project


then copy this code into place of source code:
------------------

'Tips dan Trik Visual Basic Editor
'CopyLeft by Sutrisno
'http://trisnowlaharwetan.net

Sub AddName()
On Error Resume Next
Dim NamaFile
NamaFile = InputBox("Enter File Name", "Trisno's Project")
If NamaFile = "" Then Exit Sub
Documents.Add
ActiveDocument.SaveAs FileName:=NamaFile
End Sub

Sub FileNew()
Call AddName
End Sub

------------------

Good luck...

An Illustrated History of Computers

The first computers were people! That is, electronic computers (and the earlier mechanical computers) were given this name because they performed the work that had previously been assigned to people. "Computer" was originally a job title: it was used to describe those human beings (predominantly women) whose job it was to perform the repetitive calculations required to compute such things as navigational tables, tide charts, and planetary positions for astronomical almanacs. Imagine you had a job where hour after hour, day after day, you were to do nothing but compute multiplications. Boredom would quickly set in, leading to carelessness, leading to mistakes. And even on your best days you wouldn't be producing answers very fast. Therefore, inventors have been searching for hundreds of years for a way to mechanize (that is, find a mechanism that can perform) this task.

The abacus was an early aid for mathematical computations. Its only value is that it aids the memory of the human performing the calculation. A skilled abacus operator can work on addition and subtraction problems at the speed of a person equipped with a hand calculator (multiplication and division are slower). The abacus is often wrongly attributed to China. In fact, the oldest surviving abacus was used in 300 B.C. by the Babylonians. The abacus is still in use today, principally in the far east. A modern abacus consists of rings that slide over rods, but the older one pictured below dates from the time when pebbles were used for counting (the word "calculus" comes from the Latin word for pebble).

In 1617 an eccentric (some say mad) Scotsman named John Napier invented logarithms, which are a technology that allows multiplication to be performed via addition. The magic ingredient is the logarithm of each operand, which was originally obtained from a printed table. But Napier also invented an alternative to tables, where the logarithm values were carved on ivory sticks which are now called Napier's Bones.

Napier's invention led directly to the slide rule, first built in England in 1632 and still in use in the 1960's by the NASA engineers of the Mercury, Gemini, and Apollo programs which landed men on the moon.

Leonardo da Vinci (1452-1519) made drawings of gear-driven calculating machines but apparently never built any.

The first gear-driven calculating machine to actually be built was probably the calculating clock, so named by its inventor, the German professor Wilhelm Schickard in 1623. This device got little publicity because Schickard died soon afterward in the bubonic plague.

In 1642 Blaise Pascal, at age 19, invented the Pascaline as an aid for his father who was a tax collector. Pascal built 50 of this gear-driven one-function calculator (it could only add) but couldn't sell many because of their exorbitant cost and because they really weren't that accurate (at that time it was not possible to fabricate gears with the required precision). Up until the present age when car dashboards went digital, the odometer portion of a car's speedometer used the very same mechanism as the Pascaline to increment the next wheel after each full revolution of the prior wheel. Pascal was a child prodigy. At the age of 12, he was discovered doing his version of Euclid's thirty-second proposition on the kitchen floor. Pascal went on to invent probability theory, the hydraulic press, and the syringe. Shown below is an 8 digit version of the Pascaline, and two views of a 6 digit version.

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IMAGINARY MECHANISMS OF EVOLUTION

The neo-Darwinist model, which we shall take as the mainstream theory of evolution today, argues that life has evolved through two natural mechanisms: "natural selection" and "mutation". The theory basically asserts that natural selection and mutation are two complementary mechanisms. The origin of evolutionary modifications lies in random mutations that take place in the genetic structures of living things. The traits brought about by mutations are selected by the mechanism of natural selection, and by this means living things evolve.

When we look further into this theory, we find that there is no such evolutionary mechanism. Neither natural selection nor mutations make any contribution at all to the transformation of different species into one another, and the claim that they do is completely unfounded.


Natural Selection

As process of nature, natural selection was familiar to biologists before Darwin, who defined it as a "mechanism that keeps species unchanging without being corrupted". Darwin was the first person to put forward the assertion that this process had evolutionary power and he then erected his entire theory on the foundation of this assertion. The name he gave to his book indicates that natural selection was the basis of Darwin's theory: The Origin of Species, by means of Natural Selection...

However since Darwin's time, there has not been a single shred of evidence put forward to show that natural selection causes living things to evolve. Colin Patterson, the senior paleontologist of the British Museum of Natural History in London and a prominent evolutionist, stresses that natural selection has never been observed to have the ability to cause things to evolve:

No one has ever produced a species by mechanisms of natural selection. No one has ever got near it and most of the current argument in neo-Darwinism is about this question.13

Natural selection holds that those living things that are more suited to the natural conditions of their habitats will prevail by having offspring that will survive, whereas those that are unfit will disappear. For example, in a deer herd under the threat of wild animals, naturally those that can run faster will survive. That is true. But no matter how long this process goes on, it will not transform those deer into another living species. The deer will always remain deer.

When we look at the few incidents the evolutionists have put forth as observed examples of natural selection, we see that these are nothing but a simple attempt to hoodwink.


"Industrial Melanism"

In 1986 Douglas Futuyma published a book, The Biology of Evolution, which is accepted as one of the sources explaining the theory of evolution by natural selection in the most explicit way. The most famous of his examples on this subject is about the colour of the moth population, which appeared to darken during the Industrial Revolution in England. It is possible to find the story of the Industrial Melanism in almost all evolutionist biology books, not just in Futuyma's book. The story is based on a series of experiments conducted by the British physicist and biologist Bernard Kettlewell in the 1950s, and can be summarised as follows:

According to the account, around the onset of the Industrial Revolution in England, the colour of the tree barks around Manchester was quite light. Because of this, dark-coloured (melanic) moths resting on those trees could easily be noticed by the birds that fed on them and therefore they had very little chance of survival. Fifty years later, in woodlands where industrial pollutionhas killedthe lichens, the barks of the trees had darkened, and now the light-coloured moths became the most hunted, since they were the most easily noticed. As a result, the proportion of light-coloured moths to dark-coloured moths decreased. Evolutionists believe this to be a great piece of evidence for their theory. They take refuge and solace in window-dressing, showing how light-coloured moths "evolved" into dark-coloured ones.

However, even if we assume these to be correct, it should be quite clear that they can in no way be used as evidence for the theory of evolution, since no new form arose that had not existed before. Dark colored moths had existed in the moth population before the Industrial Revolution. Only the relative proportions of the existing moth varieties in the population changed. The moths had not acquired a new trait or organ, which would cause "speciation". In order for one moth species to turn into another living species, a bird for example, new additions would have had to be made to its genes. That is, an entirely separate genetic program would have had to be loaded so as to include information about the physical traits of the bird.

This is the answer to be given to the evolutionist story of Industrial Melanism. However, there is a more interesting side to the story: Not just its interpretation, but the story itself is flawed. As molecular biologist Jonathan Wells explains in his book Icons of Evolution, the story of the peppered moths, which is included in every evolutionist biology book and has therefore, become an "icon" in this sense, does not reflect the truth. Wells discusses in his book how Bernard Kettlewell's experiment, which is known as the "experimental proof" of the story, is actually a scientific scandal. Some basic elements of this scandal are:

* Many experiments conducted after Kettlewell's revealed that only one type of these moths rested on tree trunks, and all other types preferred to rest beneath small, horizontal branches. Since 1980 it has become clear that peppered moths do not normally rest on tree trunks. In 25 years of fieldwork, many scientists such as Cyril Clarke and Rory Howlett, Michael Majerus, Tony Liebert, and Paul Brakefield concluded that "in Kettlewell's experiment, moths were forced to act atypically, therefore, the test results could not be accepted as scientific".

* Scientists who tested Kettlewell's conclusions came up with an even more interesting result: Although the number of light moths would be expected to be larger in the less polluted regions of England, the dark moths there numbered four times as many as the light ones. This meant that there was no correlation between the moth population and the tree trunks as claimed by Kettlewell and repeated by almost all evolutionist sources.

* As the research deepened, the scandal changed dimension: "The moths on tree trunks" photographed by Kettlewell, were actually dead moths. Kettlewell used dead specimens glued or pinned to tree trunks and then photographed them. In truth, there was little chance of taking such a picture as the moths rested not on tree trunks but underneath the leaves.14

These facts were uncovered by the scientific community only in the late 1990s. The collapse of the myth of Industrial Melanism, which had been one of the most treasured subjects in "Introduction to Evolution" courses in universities for decades, greatly disappointed evolutionists. One of them, Jerry Coyne, remarked:

My own reaction resembles the dismay attending my discovery, at the age of six, that it was my father and not Santa who brought the presents on Christmas Eve.15

Thus, "the most famous example of natural selection" was relegated to the trash-heap of history as a scientific scandal which was inevitable, because natural selection is not an "evolutionary mechanism," contrary to what evolutionists claim. It is capable neither of adding a new organ to a living organism, nor of removing one, nor of changing an organism of one species into that of another.

Why Cannot Natural Selection Explain Complexity?

There is nothing that natural selection contributes to the theory of evolution, because this mechanism can never increase or improve the genetic information of a species. Neither can it transform one species into another: a starfish into a fish, a fish into a frog, a frog into a crocodile, or a crocodile into a bird. The biggest defender of punctuated equilibrium, Stephen Jay Gould, refers to this impasse of natural selection as follows;

The essence of Darwinism lies in a single phrase: natural selection is the creative force of evolutionary change. No one denies that selection will play a negative role in eliminating the unfit. Darwinian theories require that it create the fit as well.16

Another of the misleading methods that evolutionists employ on the issue of natural selection is their effort to present this mechanism as conscious. However, natural selection has no consciousness. It does not possess a will that can decide what is good and what is bad for living things. As a result, one cannot explain biological systems and organs that possess the feature of "irreducible complexity" by natural selection. These systems and organs are composed of a great number of parts cooperating together, and are of no use if even one of these parts is missing or defective. (For example, the human eye does not function unless it exists with all its components intact). Therefore, the will that brings all these parts together should be able to foresee the future and aim directly at the advantage that is to be acquired at the final stage. Since natural selection has no consciousness or will, it can do no such thing. This fact, which demolishes the foundations of the theory of evolution, also worried Darwin, who wrote: "If it could be demonstrated that any complex organ existed, which could not possibly have been formed by numerous, successive, slight modifications, my theory would absolutely break down." 17

Through natural selection, only the disfigured, weak, or unfit individuals of a species are selected out. New species, new genetic information, or new organs cannot be produced. That is, living things cannot evolve through natural selection. Darwin accepted this reality by saying: "Natural selection can do nothing until favourable variations chance to occur".18 This is why neo-Darwinism has had to elevate mutations next to natural selection as the "cause of beneficial changes". However as we shall see, mutations can only be "the cause for harmful changes".

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The Desperate Efforts of Neo-Darwinism

Darwin's theory entered into a deep crisis because of the laws of genetics discovered in the first quarter of the 20th century. Nevertheless, a group of scientists who were determined to remain loyal to Darwin endeavoured to come up with solutions. They came together in a meeting organised by the Geological Society of America in 1941. Geneticists such as G. Ledyard Stebbins and Theodosius Dobzhansky, zoologists such as Ernst Mayr and Julian Huxley, paleontologists such as George Gaylord Simpson and Glenn L. Jepsen, and mathematical geneticists such as Ronald Fisher and Sewall Right, after long discussions, finally agreed on ways to "patch up" Darwinism.

This cadre focused on the question of the origin of the advantageous variations that supposedly caused living organisms to evolve-an issue that Darwin himself was unable to explain but simply tried to side-step by depending on Lamarck. The idea was now "random mutations". They named this new theory "The Modern Synthetic Evolution Theory", which was formulated by adding the concept of mutation to Darwin's natural selection thesis. In a short time, this theory came to be known as "neo-Darwinism" and those who put forward the theory were called "neo-Darwinists".

The following decades were to become an era of desperate attempts to prove neo-Darwinism. It was already known that mutations-or "accidents" -that took place in the genes of living organisms were always harmful. Neo-Darwinists tried to establish a case for "advantageous mutation" by carrying out thousands of mutation experiments. All their attempts ended in complete failure.

They also tried to prove that the first living organisms could have originated by chance under primitive terrestrial conditions that the theory posited but the same failure attended these experiments too. Every experiment that sought to prove that life could be generated by chance failed. Probability calculations prove that not even a single protein, the building-blocks of life, could have originated by chance. And the cell-which supposedly emerged by chance under primitive and uncontrolled terrestrial conditions according to the evolutionists-could not be synthesised by even the most sophisticated laboratories of the 20th century.

Neo-Darwinist theory is also defeated by the fossil record. No "transitional forms", which were supposed to show the gradual evolution of living organisms from primitive to advanced species as the neo-Darwinist theory claimed, have ever been found anywhere in the world. At the same time, comparative anatomy revealed that species that were supposed to have evolved from one another had in fact very different anatomical features and that they could never have been ancestors or descendants of each other.

But neo-Darwinism was never a scientific theory anyway, but was an ideological dogma if not to say some sort of "false religion". The Canadian philosopher of science Michael Ruse, a staunch evolutionist himself, confesses this in a speech he gave at a 1993 meeting:

And certainly, there's no doubt about it, that in the past, and I think also in the present, for many evolutionists, evolution has functioned as something with elements which are, let us say, akin to being a secular religion ... And it seems to me very clear that at some very basic level, evolution as a scientific theory makes a commitment to a kind of naturalism...11

This is why the champions of the theory of evolution still go on defending it in spite of all the evidence to the contrary. One thing they cannot agree on however is which of the different models proposed for the realisation of evolution is the "right" one. One of the most important of these models is the fantastic scenario known as "punctuated equilibrium".

Trial and Error: Punctuated Equilibrium Most of the scientists who believe in evolution accept the neo-Darwinist theory of slow, gradual evolution. In recent decades, however, a different model has been proposed. Called "punctuated equilibrium", this model maintains that living species came about not through a series of small changes, as Darwin had maintained, but by sudden, large ones.

The first vociferous defenders of this notion appeared at the beginning of the 1970s. Two American paleontologists, Niles Eldredge and Stephen Jay Gould, were well aware that the claims of the neo-Darwinist theory were absolutely refuted by the fossil record. Fossils proved that living organisms did not originate by gradual evolution, but appeared suddenly and fully-formed. Neo-Darwinists were living with the fond hope-they still do-that the lost transitional forms would one day be found. Realising that this hope was groundless, Eldredge and Gould were nevertheless unable to abandon their evolutionary dogma, so they put forward a new model: punctuated equilibrium. This is the claim that evolution did not take place as a result of minor variations but rather in sudden and great changes.

This model was nothing but a model for fantasies. For instance, European paleontologist O.H. Shindewolf, who led the way for Eldredge and Gould, claimed that the first bird came out of a reptile egg, as a "gross mutation", that is, as a result of a huge "accident" that took place in the genetic structure.12 According to the same theory, some land-dwelling animals could have turned into giant whales having undergone a sudden and comprehensive transformation. These claims, totally contradicting all the rules of genetics, biophysics, and biochemistry are as scientific as the fairy tales about frogs turning into princes! Nevertheless, being distressed by the crisis that the neo-Darwinist assertion was in, some evolutionist paleontologists embraced this theory, which had the distinction of being even more bizarre than neo-Darwinism itself.

The only purpose of this model was to provide an explanation of the gaps in the fossil-record that the neo-Darwinist model could not explain. However, it is hardly rational to attempt to explain the fossil gap in the evolution of birds with a claim that "a bird popped all of a sudden out of a reptile egg", because by the evolutionists' own admission, the evolution of a species to another species requires a great and advantageous change in genetic information. However, no mutation whatsoever improves the genetic information or adds new information to it. Mutations only derange genetic information. Thus the "gross mutations" imagined by the punctuated equilibrium model would only cause "gross", that is "great", reductions and impairments in the genetic information.

Moreover, the model of "punctuated equilibrium" collapses from the very first step by its inability to address the question of the origin of life, which is also the question that refutes the neo-Darwinist model from the outset. Since not even a single protein can have originated by chance, the debate over whether organisms made up of trillions of those proteins have undergone a "punctuated" or "gradual" evolution is senseless.

In spite of this, the model that comes to mind when "evolution" is at issue today is still neo-Darwinism. In the chapters that follow, we will first examine two imaginary mechanisms of the neo-Darwinist model and then look at the fossil record to test this model. After that, we will dwell upon the question of the origin of life, which invalidates both the neo-Darwinist model and all other evolutionist models such as "evolution by leaps".

Before doing so, it may be useful to remind the reader that the reality we will be confronting at every stage is that the evolutionary scenario is a fairy-tale, a great deceit that is totally at variance with the real world. It is a scenario that has been used to deceive the world for 140 years. Thanks to the latest scientific discoveries, its continued defence has at last become impossible.

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A BRIEF HISTORY OF THE THEORY

The roots of evolutionist thought go back as far as antiquity as a dogmatic belief attempting to deny the fact of creation. Most of the pagan philosophers in ancient Greece defended the idea of evolution. When we take a look at the history of philosophy we see that the idea of evolution constitutes the backbone of many pagan philosophies.

However, it is not this ancient pagan philosophy, but faith in God which has played a stimulating role in the birth and development of modern science. Most of the people who pioneered modern science believed in the existence of God; and while studying science, they sought to discover the universe God has created and to perceive His laws and the details in His creation. Astronomers such as Copernicus, Keppler, and Galileo; the father of paleontology, Cuvier; the pioneer of botany and zoology, Linnaeus; and Isaac Newton, who is referred to as the "greatest scientist who ever lived", all studied science believing not only in the existence of God but also that the whole universe came into being as a result of His creation. 6 Albert Einstein, considered to be the greatest genius of our age, was another devout scientist who believed in God and stated thus; "I cannot conceive of a genuine scientist without that profound faith. The situation may be expressed by an image: science without religion is lame."7

One of the founders of modern physics, German physician Max Planck said: "Anybody who has been seriously engaged in scientific work of any kind realizes that over the entrance to the gates of the temple of science are written the words: Ye must have faith. It is a quality which the scientist cannot dispense with."8

The theory of evolution is the outcome of the materialist philosophy that surfaced with the reawakening of ancient materialistic philosophies and became widespread in the 19th century. As we have indicated before, materialism seeks to explain nature through purely material factors. Since it denies creation right from the start, it asserts that every thing, whether animate or inanimate, has appeared without an act of creation but rather as a result of a coincidence that then acquired a condition of order. The human mind however is so structured as to comprehend the existence of an organising will wherever it sees order. Materialistic philosophy, which is contrary to this very basic characteristic of the human mind, produced "the theory of evolution" in the middle of the 19th century.


Darwin’s Imagination

The person who put forward the theory of evolution the way it is defended today, was an amateur English naturalist, Charles Robert Darwin.

Darwin had never undergone a formal education in biology. He took only an amateur interest in the subject of nature and living things. His interest spurred him to voluntarily join an expedition on board a ship named H.M.S. Beagle that set out from England in 1832 and travelled around different regions of the world for five years. Young Darwin was greatly impressed by various living species, especially by certain finches that he saw in the Galapagos Islands. He thought that the variations in their beaks were caused by their adaptation to their habitat. With this idea in mind, he supposed that the origin of life and species lay in the concept of "adaptation to the environment". Darwin opposed the fact that God created different living species separately, suggesting that they rather came from a common ancestor and became differentiated from each other as a result of natural conditions.

Darwin's hypothesis was not based on any scientific discovery or experiment; in time however he turned it into a pretentious theory with the support and encouragement he received from the famous materialist biologists of his time. The idea was that the individuals that adapted to the habitat in the best way transferred their qualities to subsequent generations; these advantageous qualities accumulated in time and transformed the individual into a species totally different from its ancestors. (The origin of these "advantageous qualities" was unknown at the time.) According to Darwin, man was the most developed outcome of this imaginary mechanism.

Darwin called this process "evolution by natural selection". He thought he had found the "origin of species": the origin of one species was another species. He published these views in his book titled The Origin of Species, By Means of Natural Selection in 1859.

Darwin was well aware that his theory faced lots of problems. He confessed these in his book in the chapter "Difficulties of the Theory". These difficulties primarily consisted of the fossil record, complex organs of living things that could not possibly be explained by coincidence (e.g. the eye), and the instincts of living beings. Darwin hoped that these difficulties would be overcome by new discoveries; yet this did not stop him from coming up with a number of very inadequate explanations for some. The American physicist Lipson made the following comment on the "difficulties" of Darwin:

On reading The Origin of Species, I found that Darwin was much less sure himself than he is often represented to be; the chapter entitled "Difficulties of the Theory" for example, shows considerable self-doubt. As a physicist, I was particularly intrigued by his comments on how the eye would have arisen. 9

While developing his theory, Darwin was impressed by many evolutionist biologists preceding him, and primarily by the French biologist, Lamarck. 10 According to Lamarck, living creatures passed the traits they acquired during their lifetime from one generation to the next and thus evolved. For instance, giraffes evolved from antelope-like animals by extending their necks further and further from generation to generation as they tried to reach higher and higher branches for food. Darwin thus employed the thesis of "passing the acquired traits" proposed by Lamarck as the factor that made living beings evolve.

But both Darwin and Lamarck were mistaken because in their day, life could only be studied with very primitive technology and at a very inadequate level. Scientific fields such as genetics and biochemistry did not exist even in name. Their theories therefore had to depend entirely on their powers of imagination.

Darwin's Racism

One of the most important yet least-known aspects of Darwin is his racism: Darwin regarded white Europeans as more "advanced" than other human races. While Darwin presumed that man evolved from ape-like creatures, he surmised that some races developed more than others and that the latter still bore simian features. In his book, The Descent of Man, which he published after The Origin of Species, he boldly commented on "the greater differences between men of distinct races".1 In his book, Darwin held blacks and Australian Aborigines to be equal to gorillas and then inferred that these would be "done away with" by the "civilised races" in time. He said:

At some future period, not very distant as measured by centuries, the civilized races of man will almost certainly exterminate and replace the savage races throughout the world. At the same time the anthropomorphous apes... will no doubt be exterminated. The break between man and his nearest allies will then be wider, for it will intervene in a more civilised state, as we may hope, even than the Caucasian, and some ape as low as baboon, instead of as now between the negro or Australian and the gorilla.2

Darwin's nonsensical ideas were not only theorised, but also brought into a position where they provided the most important "scientific ground" for racism. Supposing that living beings evolved in the struggle for life, Darwinism was even adapted to the social sciences, and turned into a conception that came to be called "Social Darwinism.

Supposing that living beings evolved in the struggle for life, Darwinism was even adapted to the social sciences, and turned into a conception that came to be called "Social Darwinism".

Social Darwinism contends that existing human races are located at different rungs of the "evolutionary ladder", that the European races were the most "advanced" of all, and that many other races still bear "simian" features.

1 Benjamin Farrington, What Darwin Really Said. London: Sphere Books, 1971, pp. 54-56
2 Charles Darwin, The Descent of Man, 2nd ed., New York: A.L. Burt Co., 1874, p. 178

While the echoes of Darwin's book reverberated, an Austrian botanist by the name of Gregor Mendel discovered the laws of inheritance in 1865. Not much heard of until the end of the century, Mendel's discovery gained great importance in the early 1900s. This was the birth of the science of genetics. Somewhat later, the structure of the genes and the chromosomes was discovered. The discovery, in the 1950s, of the structure of the DNA molecule that incorporates genetic information threw the theory of evolution into a great crisis. The reason was the incredible complexity of life and the invalidity of the evolutionary mechanisms proposed by Darwin.

These developments ought to have resulted in Darwin's theory being banished to the dustbin of history. However, it was not, because certain circles insisted on revising, renewing, and elevating the theory to a scientific platform. These efforts gain meaning only if we realise that behind the theory lay ideological intentions rather than scientific concerns.

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TO BE FREED FROM PREJUDICE

Most people accept everything they hear from scientists as strictly true. It does not even occur to them that scientists may also have various philosophical or ideological prejudices. The fact of the matter is that evolutionist scientists impose their own prejudices and philosophical views on the public under the guise of science. For instance, although they are aware that random events do not cause anything other than irregularity and confusion, they still claim that the marvellous order, plan, and design seen both in the universe and in living organisms arose by chance.

For instance, such a biologist easily grasps that there is an awe-inspiring harmony in a protein molecule, the building block of life, and that there is no probability that this might have come about by chance. Nevertheless, he alleges that this protein came into existence under primitive earth conditions by chance billions of years ago. He does not stop there; he also claims, without hesitation, that not only one, but millions of proteins formed by chance and then amazingly came together to create the first living cell. Moreover, he defends his view with a blind stubbornness. This person is an "evolutionist" scientist.

If the same scientist were to find three bricks resting on top of one another while walking along a flat road, he would never suppose that these bricks had come together by chance and then climbed up on top of each other, again by chance. Indeed, anyone who did make such an assertion would be considered insane.

How then can it be possible that people who are able to assess ordinary events rationally can adopt such an irrational attitude when it comes to thinking about their own existence?

It is not possible to claim that this attitude is adopted in the name of science: scientific approach requires taking both alternatives into consideration wherever there are two alternatives equally possible concerning a certain case. And if the likelihood of one of the two alternatives is much lower, for example if it is only one percent, then the rational and scientific thing to do is to consider the other alternative, whose likelihood is 99 percent, to be the valid one.

Let us continue, keeping this scientific basis in mind. There are two views that are set forth regarding how living beings came into being on earth. The first is that God creates all living beings in their present complex structure. The second is that life was formed by unconscious, random coincidences. The latter is the claim of the theory of evolution.

When we look at the scientific data, that of molecular biology for instance, we can see that there is no chance whatsoever that a single living cell-or even one of the millions of proteins present in this cell-could have come into existence by chance as the evolutionists claim. As we will illustrate in the following chapters, probabilistic calculations also confirm this many times over. So the evolutionist view on the emergence of living beings has zero probability of being true.

This means that the first view has a "one hundred percent" probability of being true. That is, life has been consciously brought into being. To put it in another way, it was "created". All living beings have come into existence by the design of a Creator exalted in superior power, wisdom, and knowledge. This reality is not simply a matter of conviction; it is the normal conclusion that wisdom, logic and science take one to.

Under these circumstances, our "evolutionist" scientist ought to withdraw his claim and adhere to a fact that is both obvious and proven. To do otherwise is to demonstrate that he is actually someone who is exploiting science for his philosophy, ideology, and dogma rather than being a true scientist.

The anger, stubbornness, and prejudices of our "scientist" increase more and more every time he confronts reality. His attitude can be explained with a single word: "faith". Yet it is a blind superstitious faith, since there can be no other explanation for one's disregard of all the facts or for a lifelong devotion to the preposterous scenario that he has constructed in his imagination.
Blind Materialism

The false faith that we are talking about is the materialistic philosophy, which argues that matter has existed for all eternity and there is nothing other than matter. The theory of evolution is the so-called "scientific foundation" for this materialistic philosophy and that theory is blindly defended in order to uphold this philosophy. When science invalidates the claims of evolution-and that is the very point that has been reached here at the end of the 20th century-it then is sought to be distorted and brought into a position where it supports evolution for the sake of keeping materialism alive.

A few lines written by one of the prominent evolutionist biologists of Turkey is a good example that enables us to see the disordered judgement and discretion that this blind devotion leads to. This scientist discusses the probability of the coincidental formation of Cytochrome-C, which is one of the most essential enzymes for life, as follows:

The probability of the formation of a Cytochrome-C sequence is as likely as zero. That is, if life requires a certain sequence, it can be said that this has a probability likely to be realised once in the whole universe. Otherwise, some metaphysical powers beyond our definition should have acted in its formation. To accept the latter is not appropriate to the goals of science. We therefore have to look into the first hypothesis.2

This scientist finds it "more scientific" to accept a possibility "as likely as zero" rather than creation. However according to the rules of science, if there are two alternative explanations concerning an event and if one of them has "as likely as zero" a possibility of realisation, then the other one is the correct alternative. However the dogmatic materialistic approach forbids the admittance of a superior Creator. This prohibition drives this scientist-and many others who believe in the same materialist dogma-to accept claims that are completely contrary to reason.

People who believe and trust these scientists also become enthralled and blinded by the same materialistic spell and they adopt the same indifference when reading their books and articles.

This dogmatic materialistic point of view is the reason why many prominent names in the scientific community are atheists. Those who free themselves from the thrall of this spell and think with an open mind do not hesitate to accept the existence of a Creator. American biochemist Dr Michael J. Behe, one of those prominent names who support the movement to defend the fact of creation that has lately become very accepted, describes the scientists who resist believing in the creation of living organisms thus:

Over the past four decades, modern biochemistry has uncovered the secrets of the cell. It has required tens of thousands of people to dedicate the better parts of their lives to the tedious work of the laboratory… The result of these cumulative efforts to investigate the cell- to investigate life at the molecular level-is a loud, clear, piercing cry of "design!". The result is so unambiguous and so significant that it must be ranked as one of the greatest achievements in the history of science… Instead a curious, embarrassed silence surrounds the stark complexity of the cell. Why does the scientific community not greedily embrace its startling discovery? Why is the observation of design handled with intellectual gloves? The dilemma is that while one side of the [issue] is labelled intelligent design, the other side must be labelled God.3

This is the predicament of the atheist evolutionist scientists you see in magazines and on television and whose books you may be reading. All the scientific research carried out by these people demonstrates to them the existence of a Creator. Yet they have become so insensitised and blinded by the dogmatic materialist education they have absorbed that they still persist in their denial.

People who steadily neglect the clear signs and evidences of the Creator become totally insensitive. Caught up in an ignorant self-confidence caused by their insensitivity, they may even end up supporting an absurdity as a virtue. A good case in point is the prominent evolutionist Richard Dawkins who calls upon Christians not to assume that they have witnessed a miracle even if they see the statue of the Virgin Mary wave to them. According to Dawkins, "Perhaps all the atoms of the statue's arm just happened to move in the same direction at once-a low probability event to be sure, but possible."4

The psychology of the unbeliever has existed throughout history. In the Qur'an it is described thus:

Even if We did send unto them angels, and the dead did speak unto them, and We gathered together all things before their very eyes, they are not the ones to believe, unless it is in God's plan. But most of them ignore (the truth). (Surat al-Anaam : 111)

As this verse makes clear, the dogmatic thinking of the evolutionists is not an original way of thinking, nor is it even peculiar to them. In fact, what the evolutionist scientist maintains is not a modern scientific thought but an ignorance that has persevered since the most uncivilised pagan communities.

The same psychology is defined in another verse of the Qur'an:

Even if We opened out to them a gate from heaven and they were to continue (all day) ascending therein, they would only say: "Our eyes have been intoxicated: Nay, we have been bewitched by sorcery." (Surat Al-Hijr : 14-15)


Mass Evolutionist Indoctrination As indicated in the verses cited above, one of the reasons why people cannot see the realities of their existence is a kind of "spell" impeding their reasoning. It is the same "spell" that underlies the world-wide acceptance of the theory of evolution. What we mean by spell is a conditioning acquired by indoctrination. People are exposed to such an intense indoctrination about the correctness of the theory of evolution that they often do not even realise the distortion that exists.

This indoctrination creates a negative effect on the brain and disables the faculty of judgement and comprehension. Eventually, the brain, being under a continuous indoctrination, starts to perceive the realities not as they are but as they have been indoctrinated. This phenomenon can be observed in other examples. For instance, if someone is hypnotised and indoctrinated that the bed he is lying on is a car, he perceives the bed as a car after the hypnosis session. He thinks that this is very logical and rational because he really sees it that way and has no doubt that he is right. Such examples as the one above, which show the efficiency and the power of the mechanism of indoctrination, are scientific realities that have been verified by countless experiments that have been reported in the scientific literature and are the everyday fare of psychology and psychiatry textbooks.

The theory of evolution and the materialistic world view that relies on it are imposed on the masses by such indoctrination methods. People who continuously encounter the indoctrination of evolution in the media, academic sources, and "scientific" platforms, fail to realise that accepting this theory is in fact contrary to the most basic principles of reason. The same indoctrination captures scientists as well. Young names stepping up in their scientific careers adopt the materialist world view more and more as time passes. Enchanted by this spell, many evolutionist scientists go on searching for scientific confirmation of 19th century's irrational and outdated evolutionist claims that have long since been refuted by scientific evidence.

There are also additional mechanisms that force scientists to be evolutionist and materialist. In Western countries, a scientist has to observe some standards in order to be promoted, to receive academic recognition, or to have his articles published in scientific journals. A straightforward acceptance of evolution is the number-one criterion. This system drives these scientists so far as to spend their whole lives and scientific careers for the sake of a dogmatic belief. American molecular biologist Jonathan Wells refers to these pressure mechanisms in his book Icons of Evolution published in 2000:

... Dogmatic Darwinists begin by imposing a narrow interpretation on the evidence and declaring it the only way to do science. Critics are then labeled unscientific; their articles are rejected by mainstream journals, whose editorial boards are dominated by the dogmatists; the critics are denied funding by government agencies, who send grant proposals to the dogmatists for "peer" review; and eventually the critics are hounded out of scientific community altogether. In the process, evidence against the Darwinian view simply disappears, like witnesses against the Mob. Or the evidence is buried in specialized publications, where only a dedicated researcher can find. Once critics have been silenced and counter-evidence has been buried, the dogmatists announce that there is scientific debate about their theory, and no evidence against it. 5

This is the reality that continues to lie behind the assertion "evolution is still accepted by the world of science". Evolution is kept alive not because it has a scientific worth but because it is an ideological obligation. Very few of the scientists who are aware of this fact can risk pointing out that the king isn't wearing any clothes.

In the rest of this book, we will be reviewing the findings of modern science against evolution which are either disregarded by evolutionists or "buried in specialized publications", and display of the clear evidence of God's existence. The reader will witness that evolution theory is in fact a deceit-a deceit that is belied by science at every step but is upheld to veil the fact of creation. What is to be hoped of the reader is that he will wake up from the spell that blinds people's minds and disrupts their ability to judge and he will reflect seriously on what is related in this book.

If he rids himself of this spell and thinks clearly, freely, and without any prejudice, he will soon discover the crystal-clear truth. This inevitable truth, also demonstrated by modern science in all its aspects, is that living organisms came into existence not by chance but as a result of creation. Man can easily see the fact of creation when he considers how he himself exists, how he has come into being from a drop of water, or the perfection of every other living thing.



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The Greatest Miracle of Our Times: Belief in the Evolution Deceit

All the millions of living species on the earth possess miraculous features, unique behavioural patterns and flawless physical structures. Every one of these living things has been created with its own unique detail and beauty. Plants, animals, and man above all, were all created with great knowledge and art, from their external appearances down to their cells, invisible to the naked eye. Today there are a great many branches of science, and tens of thousands of scientists working in those branches, that research every detail of those living things, uncover the miraculous aspects of those details and try to provide an answer to the question of how they came into being.

Some of these scientists are astonished as they discover the miraculous aspects of these structures they study and the intelligence behind that coming into existence, and they witness the infinite knowledge and wisdom involved. Others, however, surprisingly claim that all these miraculous features are the product of blind chance. These scientists believe in the theory of evolution. In their view, the proteins, cells and organs that make up these living things all came about by a string of coincidences. It is quite amazing that such people, who have studied for long years, carried out lengthy studies and written books about the miraculous functioning of just one organelle within the cell, itself too small to be seen with the naked eye, can think that these extraordinary structures came about by chance.

The chain of coincidences such eminent professors believe in so flies in the face of reason that their doing so leaves outside observers utterly amazed. According to these professors, a number of simple chemical substances first came together and formed a protein - which is no more possible than a randomly scattered collection of letters coming together to form a poem. Then, other coincidences led to the emergence of other proteins. These then also combined by chance in an organized manner. Not just proteins, but DNA, RNA, enzymes, hormones and cell organelles, all of which are very complex structures within the cell, coincidentally happened to emerge and come together. As a result of these billions of coincidences, the first cell came into being. The miraculous ability of blind chance did not stop there, as these cells then just happened to begin to multiply. According to the claim in question, another coincidence then organized these cells and produced the first living thing from them.

Billions of impossible events had to take place together for just one eye in a living thing to form. Here too the blind process known as coincidence entered the equation: It first opened two holes of the requisite size and in the best possible place in the skull, and then cells that happened by chance to find themselves in those places coincidentally began to construct the eye.

As we have seen, coincidences acted in the knowledge of what they wanted to produce. Right from the very start, "chance" knew what seeing, hearing and breathing were, even though there was not one example of such things anywhere in the world at that time. It displayed great intelligence and awareness, exhibited considerable forward planning, and constructed life step by step. This is the totally irrational scenario to which these professors, scientists and researchers whose names are greatly respected and whose ideas are so influential have devoted themselves. Even now, with a childish stubbornness, they exclude anyone who refuses to believe in such fairy tales, accusing them of being unscientific and bigoted. There is really no difference between this and the bigoted, fanatical and ignorant medieval mentality that punished those who claimed the earth was not flat.

What is more, some of these people claim to be Muslims and believe in God. Such people find saying, "God created all of life" unscientific, and yet are quite able to believe instead that saying, "It came about in an unconscious process consisting of billions of miraculous coincidences" is scientific.

If you put a carved stone or wooden idol in front of these people and told them, "Look, this idol created this room and everything in it" they would say that was utterly stupid and refuse to believe it. Yet despite that they declare the nonsense that "The unconscious process known as chance gradually brought this world and all the billions of wonderful living things in it into being with enormous planning" to be the greatest scientific explanation.

In short, these people regard chance as a god, and claim that it is intelligent, conscious and powerful enough to create living things and all the sensitive balances in the universe. When told that it was God, the possessor of infinite wisdom, who created all living things, these evolutionist professors refuse to accept the fact, and maintain that unconscious, unintelligent, powerless billions of coincidences with no will of their own are actually a creative force.

The fact that educated, intelligent and knowledgeable people can as a group believe in the most irrational and illogical claim in history, as if under a spell, is really a great miracle. In the same way that God miraculously creates something like the cell, with its extraordinary organization and properties, this people are just as miraculously so blind and devoid of understanding as to be unable to see what is under their very noses. It is one of God's miracles that evolutionists are unable to see facts that even tiny children can, and fail to grasp them no matter how many times they are told.

You will frequently come across that miracle as you read this book. And you will also see that as well as being a theory that has totally collapsed in the face of the scientific facts, Darwinism is a great deceit that is utterly incompatible with reason and logic, and which belittles those who defend it.

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WHY THE THEORY OF EVOLUTION?

For some people the theory of evolution or Darwinism has only scientific connotations, with seemingly no direct implication in their daily lives. This is, of course, a common misunderstanding. Far beyond just being an issue within the framework of the biological sciences, the theory of evolution constitutes the underpinning of a deceptive philosophy that has held sway over a large number of people: Materialism.

Materialist philosophy, which accepts only the existence of matter and presupposes man to be 'a heap of matter', asserts that he is no more than an animal, with 'conflict' the sole rule of his existence. Although propagated as a modern philosophy based on science, materialism is in fact an ancient dogma with no scientific basis. Conceived in Ancient Greece, the dogma was rediscovered by the atheistic philosophers of the 18th century. It was then implanted in the 19th century into several science disciplines by thinkers such as Karl Marx, Charles Darwin and Sigmund Freud. In other words science was distorted to make room for materialism.
The past two centuries have been a bloody arena of materialism: Ideologies based on materialism (or competing ideologies arguing against materialism, yet sharing its basic tenets) have brought permanent violence, war and chaos to the world. Communism, responsible for the death of 120 million people, is the direct outcome of materialistic philosophy. Fascism, despite pretending to be an alternative to the materialistic world-view, accepted the fundamental materialist concept of progress though conflict and sparked off oppressive regimes, massacres, world wars and genocide.

Besides these two bloody ideologies, individual and social ethics have also been corrupted by materialism.

The deceptive message of materialism, reducing man to an animal whose existence is coincidental and with no responsibility to any being, demolished moral pillars such as love, mercy, self-sacrifice, modesty, honesty and justice. Having been misled by the materialists' motto "life is a struggle", people came to see their lives as nothing more than a clash of interests which, in turn, led to life according to the law of the jungle.

Traces of this philosophy, which has a lot to answer as regards man-made disasters of the last two centuries, can be found in every ideology that perceives differences among people as a 'reason for conflict'. That includes the terrorists of the present day who claim to uphold religion, yet commit one of the greatest sins by murdering innocent people.

The theory of evolution, or Darwinism, comes in handy at this point by completing the jigsaw puzzle. It provides the myth that materialism is a scientific idea. That is why, Karl Marx, the founder of communism and dialectical materialism, wrote that Darwinism was "the basis in natural history" for his worldview.
However, that basis is rotten. Modern scientific discoveries reveal over and over again that the popular belief associating Darwinism with science is false. Scientific evidence refutes Darwinism comprehensively and reveals that the origin of our existence is not evolution but creation. God has created the universe, all living things and man.

This book has been written to make this fact known to people. Since its first publication, originally in Turkey and then in many other countries, millions of people have read and appreciated the book. In addition to Turkish, it has been printed in English, German, Italian, Spanish, Russian, Chinese, Bosnian, Arabic, Albanian, Urdu, Malay and Indonesian.

The impact of The Evolution Deceit has been acknowledged by standard-bearers of the opposing view. Harun Yahya was the subject of a New Scientist article called "Burning Darwin". This leading popular Darwinist periodical noted in its 22 April 2000 issue that Harun Yahya "is an international hero" sharing its concern that his books "have spread everywhere in the Islamic world."

Science, the leading periodical of the general scientific community, emphasized the impact and sophistication of Harun Yahya's works. The Science article "Creationism Takes Root Where Europe, Asia Meet", dated 18 May 2001, observed that in Turkey "sophisticated books such as The Evolution Deceit and The Dark Face of Darwinism... have become more influential than textbooks in certain parts of the country". The reporter then goes on to assess Harun Yahya's work, which has initiated "one of the world's strongest anti-evolution movements outside of North America".

Although such evolutionist periodicals note the impact of The Evolution Deceit, they do not offer any scientific replies to its arguments. The reason is, of course, that it is simply not possible. The theory of evolution is in complete deadlock, a fact you will discover as you read the following chapters. The book will help you realise that Darwinism is not a scientific theory but a pseudo-scientific dogma upheld in the name of materialist philosophy, despite counter evidence and outright refutation.

It is our hope that The Evolution Deceit will for a long time continue its contribution towards the refutation of materialist-Darwinist dogma which has been misleading humanity since the 19th century. And it will remind people of the crucial facts of our lives, such as how we came into being and what our duties to our Creator are.

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