I am much afraid that the universities will prove to be the great gates of hell, unless they diligently labor in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the Scriptures do not reign paramount. Every institution in which men are not unceasingly occupied with the word of God must become corrupt.

Martin Luther
The Great Controversy p. 140

Chester Clark III speaks about true education and what it means to be a Christian school. The talk is about 40 minutes and well worth the time. It’s very relevant to LSU professor’s deviation from the Seventh-day Adventist Church’s position on a recent, literal six-day creation. What is the purpose of La Sierra University to the church if the university no longer represents the Seventh-day Adventist movement?

There is strong evidence four biology professors at La Sierra promote evolution in their classes. Professor at La Sierra University Lee Greer believes and teaches the human species evolved from primates. On June 6, 2009, Greer gave a presentation at a Loma Linda Sabbath School on genetic evidence which, according to him, supports the theory of common descent.

In the April-May 2009 edition of “Riverside Magazine,” Greer calls himself an “evolutionary biologist” in an article called “Heroes of the environment” by Jerry Rice.

In Greer’s UNST/UHNR 404B class at La Sierra, he gives a 57-slide presentation, showing the four million years of human evolution. Slide 55 has the caption “Homo neaderthalensis our nearest sister human species.” Also, during LSU chapels, he has actively promoted the idea the accounts of creation in Genesis are contradictory and allegorical. Is there any question what Greer believes or promotes?

Gary Bradley, in the Biology Capstone class, gives a 69-slide presentation titled, “Hominin Evolution.” In the fourth slide it says: “Recent years have shown a dramatic increase in the discovery of hominid species that are intermediate between the great apes and modern humans.” He also has another presentation on the fossil evidence of hominin evolution. Is there any question what Bradley believes or promotes?

Larry McCloskey, former chair of the biology department, states in a Biology 112 presentation that there is “nothing ‘theoretical’ about the evidence supporting evolution.” He goes on to say the research about evolution “continues to support and refine Darwin’s original ideas.” If that wasn’t enough, his next point states, “No data have been found to refute the idea.” Is there any question what McCloskey believes or promotes?

L. Lee Grismer, in his book and published essays, tells what he is teaching his LSU students. Grismer is an expert on the vertebrate life of Baja California, which he argues in his papers has been affected by the “dynamic environmental history . . . over the last 4-5 million years” and that this history “has had a profound effect on the evolution, distribution, and genetic structuring of Baja California’s terrestrial vertebrates.” Check out his book “Amphibians and Reptiles of Baja California, Including Its Pacific Islands and the Islands in the Sea of Cortés.” Grismer has allegedly ridiculed creationists during lectures. A former student also said he saw this posted on Grismer’s door: “Two questions to ask a creation scientist: What have you published? Why not?” Is there any question what Grismer believes or promotes?

These teachers do not present creation in a favorable light, if at all. This is part of the “Christian” education La Sierra offers. Students can’t opt out of these classes for ones in favor of creation, because there are no such science classes.

What You’re Paying For!

To those parents and students who have saved and borrowed funds for an Adventist education, is this where you want your $23,637 annual tuition to go? That’s right, it costs $23,637 just in tuition to attend La Sierra.

Any professor employed by the Seventh-day Adventist church who promotes evolution is robbing you, as well as an administration that would allow this to continue. For some the theft means a mere loss of $23,637 a year and the lost chance to learn about Biblical creation. For others the theft means something far greater — a loss of faith. A recent LSU graduate said many of her classmates in the science department started school as Christians, but graduated from LSU as atheists or not sure God existed.

Who is Getting Fooled?

While it’s clear what these teachers are promoting in their classrooms, what’s not so clear is why La Sierra has not been as forthright about its professors. Parents and potential students have a right to know what they are paying for and La Sierra is covering up the unethical practices of its professors.

John R. Jones, Associate Professor of New Testament Studies at LSU, said in a Facebook comment: “I spent an hour and a half in a meeting with President Wisbey and the biology department and a number of the other faculty discussing these allegations…. I think I can honestly and sincerely say that the answer is Yes — in the sense that they teach ABOUT evolutionary theory, as I’m sure you would want any responsible Christian biologist to do. But that of course is a very different matter from advocacy.”

Has Dr. Wisbey publicly denied these teachers are promoting evolution? No. His open letter merely said this: “We reject this implied atheistic charge.” David Asscherick did not charge La Sierra professors with atheism.

It has been suggested that legal responsibilities may outweigh Dr. Wisbey’s ability to be forthright about what his professors are teaching. If Dr. Wisbey were to publicly admit an Adventist university is promoting evolution, the legal repercussions could be devastating for La Sierra. La Sierra would become responsible, so in a sense it is his job to either deny or ignore the charges.

The Real Issue

These four LSU professors are misrepresenting the Seventh-day Adventist church by promoting evolution in their classrooms. There might be more. This isn’t about their sincerity, church attendance, belief in God, or Christian devotedness. This is about employees promoting ideas that are explicitly contrary to that of their employer. It’s not personal. They’re not evil people, but what they are doing is wrong.

What Can You Do?

1. Sign the petition, and then tell every concerned Adventist about it and encourage them to sign.
2. Talk to your pastor, and encourage him to take a public stand. Write your conference president, and encourage him to take a stand as Jay Gallimore has.
3. Email Dr. Wisbey and express your concern.
4. Send your kids to Adventist schools that promote creation.
5. Financially support Adventist schools that promote creation.
6. And most of all, PRAY.

By Shane Hilde

Elder Jan Paulsen, President
General Conference of Seventh-day Adventists
12501 Old Columbia Pike
Silver Spring, MD 20904-6600 USA
Telephone: 301-680-6000

Dear Elder Paulsen,

I recently gave a lecture at La Sierra University (LSU) on the topic of Evolution vs. Creation at the invitation of the student body (2/20/09). It is no secret that the teachers of the upper division science courses at La Sierra are teaching the Theory of Evolution as “more than a theory”, the gospel truth in essence, to the science students at LSU – - to the active exclusion of any discussion of either creationists concepts or intelligent design theory; not to mention the unique SDA take on the origin of life on this planet specifically stated in the clarified fundamental positions of the SDA Church (Belief #6; as of 2004).

I know this issue has been brought to the attention of Elder Mostert back when Dr. Geraty was president of LSU (before his retirement in 2008 when the current president, Randal Wisbey took over). I am also aware of the standard line given when the powers that be at La Sierra are/where questioned regarding this matter – that “We all believe in God and Creation here at La Sierra”. While this may be true in the most general sense, it certainly is not true when it comes to the unique SDA take on this issue.

I have extensive syllabus materials which are being presented to the science students at LSU. I’d like to briefly quote some relevant passages from these syllabus materials to illustrate my point:

From the Syllabus intro: “It is vitally important for you to realize that this course—as a science course—is describing evidence from mainstream science, and is not dealing with beliefs. Some will decide they cannot ‘believe’ the scientific evidence, and your right to decide that is encouraged and supported. If you expect to be competitive in any modern science-based profession, and hope to perform well on standardized or pre-professional qualifying exams, you simply must know what the scientific evidence is, whether or not you ‘believe’ it.”

From elsewhere in the Syllabus: “Evolution is supported by an overwhelming and constantly growing amount of scientific evidence. New discoveries continue to fill the gaps identified by Darwin in The Origin of Species. The evidence is in the form of direct, measurable, empirical observation.

Is it informed to dismiss Darwin’s ideas as ‘just a theory’? In science, the word theory means something that accounts for many observations and explains & integrates a great variety of phenomena. The colloquial use of the word theory comes close to what scientists mean by a hypothesis. There is nothing ‘theoretical’ about the evidence supporting evolution. The research about evolution is ongoing and continues to support and refine Darwin’s original ideas. No data have been found to refute the idea.  It is the single unifying explanation of the living world, and nothing makes much, if any, sense outside of this unifying theory.

The reason this unifying theory has become so widely accepted in the scientific world is that it has stood up to intense, thorough, continual observation and criticism. The way to become rich & famous in science would be to show a fundamental error in the theory. The built-in skepticism of science prevents these ideas from becoming dogma.”

Aside from such statements in the syllabus, no countering statements, creationist views or interpretations, or any uniquely SDA position on origins is mentioned in the entire syllabus or lecture notes. The students themselves tell me that only the Darwinian-style evolutionary view of origins is being taught in the science classes at LSU and that the teachers openly claim that Darwinian-style evolution is in fact true while the historical view of the SDA Church is clearly outdated and, well, obviously wrong.  It seems to me that the teachers at LSU are actively undermining what the Church, as an organized body, has stated very clearly to be fundamentally important and that these same teachers are simply thumbing their noses at the GC’s guidelines on this issue:

“Church leaders at all levels are encouraged to assess and monitor the effectiveness with which denominational systems and programs succeed in preparing young people, including those attending non-Adventist schools, with a biblical understanding of origins and an awareness of the challenges they may face in respect to this understanding.”

Such statements seem to carry no weight at LSU and are simply disregarded – quite openly. It seems that at the very least an employee of an organization should respect the goals that the employer feels are fundamentally important for the organization. Yet, such respect is lacking at La Sierra. I fear that unless steps are taken to correct this issue that irreparable damage is being done and will continue to be done to our young people – the future life blood of the SDA Church. It seems to me that this issue is becoming a more and more prominent problem in our Church – especially in our universities and even undergraduate level schools.  Sooner or later I think this particular issue has the potential to split the Church.  As painful as it may be steps need to be taken now to limit the severity of this split. I therefore solicit your help in this matter.

If you are interested, the three-part video of my lecture at LSU (along with a developing debate on this issue started by Ervin Taylor, the executive editor of the journal Adventists Today) can be viewed at:

http://www.detectingdesign.com/videoclips.html#Creation

I can also forward you the syllabus materials directly if you are interested and send you contact information for some of the students who have and are currently bringing this issue to my attention. I also have numerous other letters and E-mails from concerned parents, pastors, scientists, and other educators across the country if you are interested in these as well.

Thank you again for your time and consideration of this matter.

Sincerely,

Sean Pitman, MD
www.DetectingDesign.com

By Larry Blackmer (NAD Vice President of Education)

Seventh-day Adventist education exists to help students and families come to know Jesus as a personal Friend and Savior, as well as to inculcate Adventist values in our children. The high academic success that has been shown to exist in Adventist schools (see www.cognitivegenesis.org), the safe environments, and the many quality teachers are only the icing on the cake. But the true mission of Adventist education is to foster and promote the students’ spiritual connections.

One area of concern, both for those at the division office and for teachers in the field, is the use of secular textbooks—particularly in the area of science—to instruct the students. The North American Division (NAD) Curriculum Committee reviewed the textbook options in November 2007, and although a secular series was recommended by a subcommittee, we decided that the issues in relationship to creation/evolution, anti-theistic values and teaching, and the lack of faith integration in a secular series were diametrically opposed to the mission of why we exist and what we need to teach in our schools. It was voted, therefore, to develop a new, distinctly Adventist science series.

This textbook series, called By Design: A Journey Through Excellence in Science, is being developed for students in grades 1-8, and will be a scientifically current, inquiry-based series, as opposed to content-driven books. This means the use of more hands-on learning and open-ended questions, rather than just asking students to read the book and then answer the questions at the end of the chapters. Its content will be developed around the goals and concepts set by the NAD Journey to Excellence (see www.journeytoexcellence.org), and will include a strong health component. Associated with the project will be a full technology module that will include a test bank for teachers, Web sites, WebQuests, interactive simulations, lab activities, and Web-based demonstrations and activities. The books will also be produced in an electronic PDF format.

Simultaneously with the mainstream product, we will be producing a small-school and a homeschool version. The NAD Office of Education believes that every Adventist child deserves an Adventist education, and this is one way that we can help Adventist and like-minded Christian families provide a faith-based science program for their homeschooled children. It is our intent, through the publisher, to develop and market this series in Christian schools and homeschools across the country. Administrators and teachers from other Christian schools have already heard about the series and have asked permission to use it in their own schools. We will receive some royalties for these uses, which will allow us to continually upgrade the series and keep it current.

Those of us in the NAD Office of Education believe we should not ask parents to pay tuition at an Adventist school and then provide that school with anti-theistic, evolutionary-based, secular textbooks for children to study. Although we can produce teacher materials that will “teach around evolution,” the students and parents are still receiving the textbooks and are reading the material as factual. We will include in the new Adventist series a thorough discussion of the theory of evolution, yet the lessons will bring students back to the Bible as the ultimate authority.

This is a major undertaking for the Adventist Church. The Curriculum Committee voted that the NAD will pay for the development of the series, which will lower the final purchase price of the textbooks for the schools.

The NAD Office of Education also has recently developed an integrated language arts curriculum that is faith-based, and the books are intentionally edited to advocate Adventist values. The lessons help students develop strong reading and writing skills, and they have been well received. We are still paying for the development of that series, which is hindering our ability to fund the new science series. The cost to develop and implement the science series is $2.5 million. So far—between what the division is covering as well as donations from foundations and private donors—we have raised $1.8 million. We are left with the goal of raising $700,000 within the next four years.

This project is core to continuing to provide distinctive Adventist education to all our children and young adults. Presenting creation-based science wrapped in biblical values is what we must do—but we need your financial assistance to accomplish the goal.

If you would like to support this essential ministry, please send donations to Science Textbooks, NAD Office of Education, 12501 Old Columbia Pike, Silver Spring, MD 20904. Make checks payable to NAD SDA. If you would like more information see www.nadeducation.org, e-mail larry.blackmer@nad.adventist.org or call 301.680.6441.

We can’t offer anything less than solid, biblically based Adventist education to our children. Please prayerfully consider what you can do to help support this vital ministry.