Teaching Creationism (Theory of a Young Earth) Should Be Prohibited in Public & Private Schools

As a YEC myself, I will make the following arguments:I. Macroevolution specifically, not micro, is the opposing theory to Creationism. II. Macroevolution is a theory, and an increasingly questionable one at that. III. Theories should not be propagated as fact, both should be taught or neither in public schools (not just private). I. Macroevolution specifically, not micro, is the opposing theory to Creationism. It should be clear first of all, that we are discussing whether God created individual parent families or genera as opposed to a common ancestor. The logically opposing theory to a common ancestor is whether types of animals were created that then microevolved to their environments, becoming the varieties we see today. Intelligent Design, on the other hand, merely encompasses 2 of the 4 weaknesses Darwin himself conceded existed in evolution, unusually complex design, and complex instinct in nature, and is not a theory in itself. Darwin devoted 4 chapters of "On the Origin of Species", chapters 6 through 9, to addressing these weaknesses, "In the four succeeding chapters, the most apparent and gravest difficulties on the theory will be given: namely, first, the difficulties of transitions, or in understanding how a simple being or a simple organ can be changed and perfected into a highly developed being or elaborately constructed organ; secondly, the subject of Instinct, or the mental powers of animals; thirdly, Hybridism, or the infertility of species and the fertility of varieties when intercrossed; and fourthly, the imperfection of the Geological Record. "[1]II. Macroevolution is a theory and an increasingly questionable one at that. Ultimately, the theory of a common ancestor is one that cannot be witnessed today and contradicts the whole of the fossil record. Whereas microevolution, adaptation by a species to its environment, can be witnessed today, we have never witnessed macroevolution where a species becomes an entirely different form of species. Furthermore, as observed by the Brothers Winn, bacteria are evolving 525,000 times faster than humans, and we've been observing them since the invention of the microscope, yet while they've changed and adapted as bacteria, they've never microevolved into a new, higher form of life. [2]Furthermore, the theory of Punctuated Equilibrium was invented in 1972 to explain why the fossil record did not show macroevolution[3], indeed Gould and Eldredge in their original paper concede the lack of transitional forms. [4] The fossil record shows steady, gradual microevolution with no transitional forms and then sudden appearance of different species as though they were suddenly created, so Punctuated Equilibrium sought to explain this evidence to support evolutionary theory by suggesting evolution just went slowly and then suddenly sped up too fast to be witnessed in the fossil record. [5] However, as pointed out by Walter ReMine, this makes evolution unfalsifiable and thus unscientific. [6]III. Theories should not be propagated as fact, both should be taught or neither in public schools (not just private). As pointed out by the Brothers Winn neither should be taught in science classrooms, perhaps philosophy instead. As they put it, we shouldn't teach a suspect theory as "undeniable fact to impressionable young minds. "[2]Sources:[1] . http://darwin-online.org.uk... (p. 6)[2] . http://www.whatyououghttoknow.com...[3] . http://www.pbs.org...[4] . http://www.nileseldredge.com...[5] . http://evolution.berkeley.edu...[6] . http://creation.com...