PUBLIC B.S. "gets it" - Intelligently Designed Films
Why can't you?
Answer:
The evolutionist strawman, indoctrinated with circular reasoning, fed with half-truths, conditioned to side-step, unbearably burdened with proof, extrapolated circumstantial evidence into a spontaneously generated smokescreen and follow one of their own red herrings right off the bluff into the bandwagon. Momentarily dazed and not to be deterred; strawman finally comes to his senses and commences an ad hominem, argumentum ad populum, loaded with ridicule, non-sequiturs, attempted humor and glittering generalities - repeatedly citing Big Lie authorities, to intimidate anyone disagreeing with the Best-in-Field Fallacy, of 'particles to people' EVOLUTION.
Media Bias Stifles Creationists' Scientific Findings, Perspective He explains that the secular media -- which he describes as atheistic and anti-Christian -- publishes most anything it can that appears to indoctrinate people and "hits against the Bible."
CREATION : EVOLUTIONARY ARROGANCE (SHAMAN ALERT) One writer laments that even after the pope reaffirmed the commitment of the Catholic Church to evolution in 1996,
40 percent of American Catholics in a 2001 Gallup poll said they believed that God created human life in the past 10,000 years. Indeed, fully 45 percent of all Americans subscribe to this creationist view.12
But why would the public favor creation? Only a statistical minority of the "general public" attends church and Sunday school. Could it possibly be that evolution is so contrary to evidence and common sense that people intuitively know that evolution is wrong? And could it be that many of these have studied the evidences for themselves and thereby found that evolution is not really scientific after all?
Loosening Darwin's GripA poll released in May 2002 by Zogby International found that nearly eight out of every 10 Ohioans supported the teaching of intelligent design in classrooms where Darwinian evolution also is taught. A survey by The Plain Dealer newspaper in Cleveland offered similar findings: 74 percent of Ohioans said evidence for and against evolution should be taught in science classrooms, while 59 percent said intelligent design should be included in origins study.
How Does the World View of the Scientist & the Clinician Influence Their Work? Some, like Thomas Kuhn in his widely quoted "The Structure of Scientific Revolutions," have argued that the scientific process is less than an objective critical empirical investigation of the facts. They claim the work of scientists is greatly influenced by their culture, by social and psychological environment, by what Kuhn calls the "paradigm"--that is to say, the preferred or prevailing theories, methods and studies of that particular discipline, and above all by their world view--their specific beliefs about "the order of nature." Kuhn writes that two scientists with different views of the "order of nature" . . . see different things when they look from the same point in the same direction . . . they see different things and they see them in different relations to each other." And we might add that they tend to see and to accept those data that conform to or make sense in light of their world view. So evidence exists that the world view of scientists and the presuppositions that view implies may influence not only the problems scientists choose to investigate but also what they actually observe and fail to observe.