“Like brachiopods, molluscs … provide for an excellent, unbroken fossil record from the Cambrian to the present. Most of the classes of molluscs living today… were already present in the Cambrian.”

-Animals Without Backbones, Buchsbaum et al 1987, Third Ed., p. 520

“If my theory be true, numberless intermediate varieties … must assuredly have existed; … evidence … could be found only amongst fossil remains.”

-Charles Darwin, The Origin of Species, 1859, p.179

In this series I offer an expanded definition of the term living fossil to reflect the true facts of the fossil record and to include organisms with remarkably long histories though they eventually went extinct. Noting that this definition is based on date ranges agreed to by international consensus it can be stated that all taxa remain the same since their first appearance. This is critical evidence of which the public is unaware.

So, what does science do if it has not found the required numberless intermediate fossils but only well-established organisms persisting for hundreds of millions of years? (See Figs. 1–7.) What you do is “ignore” the facts, appeal to U.S. legislative powers,

This underhanded action is a disgrace in science and a misuse of U.S. government authority in education. I am speaking of the Next Generation Science Standards (NGSS) craftily formulated with the involvement of such institutions as the American Association for the Advancement of Science (AAAS) forcing a State ideology on children.

The forcing of an ideology on children proves it is time for an external investigation into how these organizations are getting away with something that goes against the very nature of science—setting up a system to prevent conflicting evidence from being seen or discussed in the classroom. The NGSS spells it clear that U.S. children are to be rewarded for spouting back and promoting the tenets of Darwinism. As a one-time child scientist who had excellent non-propagandist grade school teachers (who were also permitted to express their own opinions), I can state plainly that the NGSS is set up to dominate the K-12 window during which time children would normally develop critical thinking skills. See Mandatory U.S.-legislated indoctrination now in place—1st target, captive-audience children in K-12 classrooms (pdf) or html (PCN #28, March-April 2014).

In the first installment

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Because of pre-commitment to evolutionism—an ideological belief system that depends upon ignoring the facts of the fossil record—the modern taxonomic system is not objectively driven. Imagine if chemistry’s Periodic Table of the Elements was not taught as objective science but was instead interlaced with philosophies attempting to substitute for religion. The Table of the Elements is profound because of its objectivity. The fossil record should be taught in the very same way. Evolutionists can use it. Creationists can use it. And anyone who wants to use it objectively without any philosophical aim in mind can use it. If we want the fossil record to be taught as science then we need to look at it with clear eyes and let it take us where it leads.

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