Goo To You (Education)

"Goo to you" is a jocular term used to describe the evolution theory that life, and eventually complex orginasms such as humans, animals, and plants "evolved" from basic chemical compounds in a kind of "primordial soup" or pond scum (the 'goo'). "Goo to you" is a humorous term to those who don't believe in the "warm little pond" , "spontaneous generation", "primordial soup" darwin theory of evolution. The theory itself states that certain compounds just happened to form that had the property of replicating themselves, leading to their proliferation and an eventual emergence of selective pressure that led to more complex and better-adapted replicators that gradually, over billions of years, developed into the cornucopia of life that exists on earth today.

"Goo To You" hypothesis

Darwin suggested that the original spark of life may have begun in a "warm little pond, with all sorts of ammonia and phosphoric salts, light, heat, electricity, etc., present, that a proteine compound was chemically formed ready to undergo still more complex changes." He went on to explain that "at the present day such matter would be instantly devoured or absorbed, which would not have been the case before living creatures were formed." In other words, the presence of life itself makes the search for the spontaneous origin of life dependent on the artificial production of organic compounds in the sterile conditions of the laboratory.

"Primordial soup" hypothesis

Alexander Oparin reasoned that atmospheric oxygen prevents the synthesis of certain organic compounds that are necessary building blocks for the evolution of life. In his book The Origin of Life, Oparin proposed that the "spontaneous generation of life" that had been attacked by Louis Pasteur did in fact occur once, but was now impossible because the conditions found on the early Earth had changed, and preexisting organisms would immediately consume any spontaneously generated organism.

"Primordial soup" hypothesis theory of spontaneous generation was finally laid to rest in 1859 by the young French chemist, Louis Pasteur.

Louis Pasteur thought that bacteria could not develop this way (by spontaneous generation), like in sealed containers, because the life force could not get in.

The French Academy of Sciences sponsored a contest for the best experiment either proving or disproving spontaneous generation. Pasteur’s winning experiment was a variation of the methods of Needham and Spallanzani. He boiled meat broth in a flask, heated the neck of the flask in a flame until it became pliable, and bent it into the shape of an S. Air could enter the flask, but airborne microorganisms could not – they would settle by gravity in the neck. As Pasteur had expected, no microorganisms grew. When Pasteur tilted the flask so that the broth reached the lowest point in the neck, where any airborne particles would have settled, the broth rapidly became cloudy with life.

Pasteur had both refuted the theory of spontaneous generation and convincingly demonstrated that microorganisms are everywhere, including the air we breath.

What he proved was that there is no such life force in air itself, and organisms do not arise by spontaneous generation in this manner. To quote Louis Pasteur, “Life is a germ, and a germ is Life. Never will the doctrine of spontaneous generation recover from the mortal blow of this simple experiment…Spontaneous generation is an obsolete theory regarding the origin of life from inanimate matter, which held that this process was a commonplace and everyday occurrence.”

Pasteur conducted experiments comparing organic material that was exposed to air with organic material that was not. Nothing grew in the sealed or filtered vessels. This empirically demonstrated that the fermentation in the open containers was caused by the growth of microorganisms from the air, not spontaneous generation.

(What experiment has determined that evolution deserves the credit for constructing everything? You could substitute the word "magic" in place of "evolution" to further reveal the complete lack of science behind evolution theories that always include a timeline of millions of years to compensate for the atheist explanation of "natural selection".

How does natural selection explain goo-to-you evolution? Evolution does not explain the origin of the diversity of life. It adds millions of years to explanations to compensate for the "black hole" of evolution theories.

Evolution does not explain where the genes and creatures came from in the first place.

Evolution does not explain the origin of the traits that make an organism adapted to an environment.

Evolution theories leave that part up to you to figure out with your imagination via the millions of years timeline.

The "magic" of millions of years and millions of accidental "natural selections" or goo to you evolution is held out as an explantion of creation.

I recently read an article, Spine Signals Ears to Maintain Balance, that was about how the body compensates for locomotion by anticipating the effects and dampens the inner ear cells sensitivity by sending a signal from the spinal chord to the inner ear before another signal is sent to the muscles.

The article concluded that evolution had come up with an elegant means of anticipation effects of locomotion of the body and compensating for them in an adaptive fashion.

Evolution via natural selection is not elegant because according to an atheist it would have taken millions of years to accomplish the result.

Elegant design is how the body compensates for locomotion by anticipating the effects of movements.

The elegant design of creation by God did not take millions of years but only 6 days.) Researcher Bill Rains

15 Questions for Evolutionists

Evolution: the naturalistic origin of life and its diversity

1 How did life originate? Evolutionist Professor Paul Davies admitted, “Nobody knows how a mixture of lifeless chemicals spontaneously organized themselves into the first living cell.” Andrew Knoll, professor of biology, Harvard, said, “we don’t really know how life originated on this planet”. A minimal cell needs several hundred proteins. Even if every atom in the universe were an experiment with all the correct amino acids present for every possible molecular vibration in the supposed evolutionary age of the universe, not even one average-sized functional protein would form. So how did life with hundreds of proteins originate just by chemistry without intelligent design?

2 How did the DNA code originate? The code is a sophisticated language system with letters and words where the meaning of the words is unrelated to the chemical properties of the letters—just as the information on this page is not a product of the chemical properties of the ink (or pixels on a screen). What other coding system has existed without intelligent design? How did the DNA coding system arise without it being created?

3 How could mutations—accidental copying mistakes (DNA ‘letters’ exchanged, deleted or added, genes duplicated, chromosome inversions, etc.)—create the huge volumes of information in the DNA of living things? How could such errors create 3 billion letters of DNA information to change a microbe into a microbiologist? There is information for how to make proteins but also for controlling their use—much like a cookbook contains the ingredients as well as the instructions for how and when to use them. One without the other is useless.

Mutations are known for their destructive effects, including over 1,000 human diseases such as hemophilia. Rarely are they even helpful. But how can scrambling existing DNA information create a new biochemical pathway or nano-machines with many components, to make ‘goo-to-you’ evolution possible? E.g., How did a 32-component rotary motor like ATP synthase (which produces the energy currency, ATP, for all life), or robots like kinesin (a ‘postman’ delivering parcels inside cells) originate?

4 Why is natural selection, a principle recognized by creationists, taught as ‘evolution’, as if it explains the origin of the diversity of life? By definition it is a selective process (selecting from already existing information), so is not a creative process. It might explain the survival of the fittest (why certain genes benefit creatures more in certain environments), but not the arrival of the fittest (where the genes and creatures came from in the first place). The death of individuals not adapted to an environment and the survival of those that are suited does not explain the origin of the traits that make an organism adapted to an environment. E.g., how do minor back-and-forth variations in finch beaks explain the origin of beaks or finches? How does natural selection explain goo-to-you evolution?

5 How did new biochemical pathways, which involve multiple enzymes working together in sequence, originate? Every pathway and nano-machine requires multiple protein/enzyme components to work. How did lucky accidents create even one of the components, let alone 10 or 20 or 30 at the same time, often in a necessary programmed sequence.

Evolutionary biochemist Franklin Harold wrote, “we must concede that there are presently no detailed Darwinian accounts of the evolution of any biochemical or cellular system, only a variety of wishful speculations.”

6 Dawkins wrote, “biology is the study of complicated things that have the appearance of having been designed with a purpose.” Francis Crick, the co-discoverer of the double helix structure of DNA, wrote, “Biologists must constantly keep in mind that what they see was not designed, but rather evolved.” The problem for evolutionists is that living things show too much design. Who objects when an archaeologist says that pottery points to human design? Yet if someone attributes the design in living things to a designer, that is not acceptable. Why should science be restricted to naturalistic causes rather than logical causes?

7 How did multi-cellular life originate? How did cells adapted to individual survival ‘learn’ to cooperate and specialize (including undergoing programmed cell death) to create complex plants and animals?

8 How did sex originate? Asexual reproduction gives up to twice as much reproductive success (‘fitness’) for the same resources as sexual reproduction, so how could the latter ever gain enough advantage to be selected? And how could mere physics and chemistry invent the complementary apparatuses needed at the same time (non-intelligent processes cannot plan for future coordination of male and female organs).

9 Why are the (expected) countless millions of transitional fossils missing? Darwin noted the problem and it still remains. The evolutionary family trees in textbooks are based on imagination, not fossil evidence. Famous Harvard paleontologist (and evolutionist), Stephen Jay Gould, wrote, “The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology”. Other evolutionist fossil experts also acknowledge the problem.

10 How do ‘living fossils’ remain unchanged over supposed hundreds of millions of years, if evolution has changed worms into humans in the same time frame? Professor Gould wrote, “the maintenance of stability within species must be considered as a major evolutionary problem.”

11 How did blind chemistry create mind/ intelligence, meaning, altruism and morality? If everything evolved, and we invented God, as per evolutionary teaching, what purpose or meaning is there to human life? Should students be learning nihilism (life is meaningless) in science classes?

12 Why is evolutionary ‘just-so’ story-telling tolerated? Evolutionists often use flexible story-telling to ‘explain’ observations contrary to evolutionary theory. NAS(USA) member Dr Philip Skell wrote, “Darwinian explanations for such things are often too supple: Natural selection makes humans self-centered and aggressive—except when it makes them altruistic and peaceable. Or natural selection produces virile men who eagerly spread their seed—except when it prefers men who are faithful protectors and providers. When an explanation is so supple that it can explain any behavior, it is difficult to test it experimentally, much less use it as a catalyst for scientific discovery.”

13 Where are the scientific breakthroughs due to evolution? Dr Marc Kirschner, chair of the Department of Systems Biology, Harvard Medical School, stated: “In fact, over the last 100 years, almost all of biology has proceeded independent of evolution, except evolutionary biology itself. Molecular biology, biochemistry, physiology, have not taken evolution into account at all.”

Dr Skell wrote, “It is our knowledge of how these organisms actually operate, not speculations about how they may have arisen millions of years ago, that is essential to doctors, veterinarians, farmers … .” Evolution actually hinders medical discovery. Then why do schools and universities teach evolution so dogmatically, stealing time from experimental biology that so benefits humankind?

14 Science involves experimenting to figure out how things work; how they operate. Why is evolution, a theory about history, taught as if it is the same as this operational science? You cannot do experiments, or even observe what happened, in the past. Asked if evolution has been observed, Richard Dawkins said, “Evolution has been observed. It’s just that it hasn’t been observed while it’s happening.”

(Richard Dawkins didn't explain why evolution is not observed while it is happening. This is because his belief in evolution "magic" has occurred over millions of years. This is his explanation for evolution...millions of years. Evolution can't be explained in operational science terms. Atheists must always include the "magic" mix of millions of years) Researcher Bill Rains

15 Why is a fundamentally religious idea, a dogmatic belief system that fails to explain the evidence, taught in science classes? Karl Popper, famous philosopher of science, said “Darwinism is not a testable scientific theory, but a metaphysical [religious] research programme ….” Michael Ruse, evolutionist science philosopher admitted, “Evolution is a religion. This was true of evolution in the beginning, and it is true of evolution still today.” If “you can’t teach religion in science classes”, why is evolution taught?

Evolution is a false religion that is taught in schools as "science". The "magic" of millions of years and millions of accidental "natural selections" or goo-to-you evolution is held out as an explantion of creation.

Evolution theories leave that part up to you to figure out with your imagination via the millions of years timeline.

Evolution theories always add the "magic mix" millions of years idea to the explanation of Creation.

Why cling to an empty evolution theory that is not scientific and explains your origin only through the millions of years timeline?

Thus you see it among young and old. Multitudes of youth lead a careless life, taking little care about their salvation. So you may see it among persons of middle age, and with many advanced in years, and when they certainly draw near to the grave.

— Yet these same persons will seem to acknowledge that the greater part of men go to hell and suffer eternal misery, and this through carelessness about it. However, they will do the same. How strange is it that men can enjoy themselves and be at rest, when they are thus hanging over eternal burnings: at the same time, having no lease of their lives and not knowing how soon the thread by which they hang will break. Nor indeed do they pretend to know. And if it breaks, they are gone: they are lost forever, and there is no remedy!

Yet they trouble not themselves much about it, nor will they hearken to those who cry to them, and entreat them to take care for themselves, and labor to get out of that dangerous condition. They are not willing to take so much pains. They choose not to be diverted from amusing themselves with toys and vanities.

Psalm 19:1-3 19:1 The heavens declare the glory of God; and the firmament sheweth his handywork. 19:2 Day unto day uttereth speech, and night unto night sheweth knowledge. 19:3 There is no speech nor language, where their voice is not heard.

Genesis 1:1, "In the beginning (time), God created the heavens (space) and the earth (matter)."

John 3:16 "For God so loved the world that he gave his only begotten son, that whosoever believeth in Him should not perish, but have everlasting life."

We all see the evidence of God's creation. How we interpret what we see helps us make sense of this present world. The Bible, the “history book of the universe”, provides a reliable, eye-witness account of the beginning of all things. When properly understood, the “evidence” confirms the biblical account. The universe is "fined tuned" for life, ie designed by a designer, creator, The Lord GOD Almighty.

The www.GooToYou.com website is a companion site to FineTunedUniverse.com Visit Fine Tuned Universe.com for detailed information that refutes the "Big Bang Theory" and evolution.

These lessons are free to download and copy for educational purposes especially in public schools where the evolution lie is taught.

Use as a church bulletin enclosure. Each successive lesson can be read individually or in a classroom setting. Each lesson is already formatted for 8.5 x 11 sheet of paper.

25 Lessons, in Word 2000 format or PDF format. Click on the individual lesson links below. (More Lessons Coming Soon!)

Lesson 1 -    Evolution is Built Upon Lies
Lesson 2 -   Schools Pick Winners in Religion
Lesson 3 -   Life comes only from Life
Lesson 4 -   We do not argue against Science
Lesson 5 -   Is Progressive Creation Tenable?
Lesson 6 -    Time & Chance do not help evolutionists
Lesson 7 -   Have You Heard Of Entropy?
Lesson 8 -   Beware of Anthropologists Bearing Bones
Lesson 9 -   A pig makes a Monkey out of Evolutionists
Lesson 10 - Peppered Moth, Archaeopteryx & Origin of Species
Lesson 11 - The Geological Column is only in the Textbooks
Lesson 12 - Evidence of a Young Earth
Lesson 13 - More Evidence of a Young Earth
Lesson 14 - Second Law of Thermodynamics Demands a Cause
Lesson 15 - Concerning Origins, the Science Game Changes
Lesson 16 - Scientists will eventually reject Macroevolution
Lesson 17 - Religion of Evolution Debases Christian Children
Lesson 18 - Evolution has no Room for the Supernatural
Lesson 19 - Fossil Record Shows that evolution didn't Happen
Lesson 20 - Codes Infer a Designer
Lesson 21 - Irreducible Complexity
Lesson 22 - Natural Processes can Produce Order not Complexity
Lesson 23 - Anti-Evolution Quotes by Evolutionists
Lesson 24 - Evolution Denies free Will
Lesson 25 - Advanced Cultures Appeared Suddenly about 3500BC

The Free AnswersInGenesis.com online book, "Evolution Exposed", prepares and inspires christian students to recognize and respectfully challenge evolutionary indoctrination (in class, research papers, and interactions inside and outside of school).

FREE online book Evolution Exposed AnswersInGenesis.org (10 Chapters) An additional alternative course for parents, teachers, students and teens.

Parents need to read this Free online book and teach their children that evolution taught in public schools and the media is a lie. These two courses evolution 101 and evolution exposed will enable parents to disprove what their children are being taught in public schools as "fact" about evolution or GOO TO YOU creation!

A “survival guide” for biology class! This FREE online book helps teens discern the chronic bias towards belief in evolution that permeates today’s four most popular high school biology textbooks. Virtually every chapter in each of the secular textbooks contains implied or explicit references to evolutionary beliefs, which are misrepresented as irrefutable facts. However, in Evolution Exposed these misrepresentations are cross-referenced with online articles and publications that provide both scientific and biblical answers. Key terms are defined, articles are summarized and false ideas are refuted.

These lessons prove evolution is false and can be used to teach your children and grandchildren how to correct or disagree with public school teachers who teach evolution as "science" when in fact it is a false religion disguised as "science" that denies God who Created heaven and earth.

Not all public school teachers believe in evolution but all public school teachers teach evolution as "science". They do what is required to earn a living teaching. Unfortunately they teach the evolution lie.

If you are a public school teacher I encourage you to include as much of these FREE lessons in your classroon teaching as possible.

If you are a teacher, you should take a step-by-step approach to maintaining the integrity of science in your classroom.

Realize that many school administrators, school board members, and teachers are closet creationists. In their hearts they believe in a Creator and many want to support such views but feel their hands are tied. Your task is to show them that both evolution and scientific creationism should be presented in the classroom.

Provide solid secular information on scientific creationism such as What is Creation Science? (published by the Institute for Creation Research, P.O. Box 2667, El Cajon, CA 92021).

Document the legality of teaching scientific creationism. In 1987, the U.S. Supreme Court ruled in Edwards v. Aguillard (Case No. 85-1513) that a Louisiana law demanding a "balance" of evolution and creationism be taught, had an unconstitutional purpose of advancing a religious opinion. However, the Court also clarified that:

Teaching a variety of scientific theories about the origins of humankind to school children might be validly done with the clear secular intent of enhancing the effectiveness of science instruction (p. 14) (previously cited).

The Supreme Court noted that teachers "already possess" the flexibility to supplement the present science curriculum with the presentation of theories, besides evolution, about the origin of life (p. 8), and are "free to teach any and all facets of this subject" of all scientific theories about the origins of humankind" (p. 9).

This is clearly a "green light" for scientific creationism to be taught, even though its teaching cannot be mandated, and even though it prohibits the teaching of Biblical Creationism.

Sponsor a lecture series at a local public library or auditorium (not a church) on scientific creationism. Invite teachers, administrators, and school board members. Organize the local churches for support of this event.

Subscribe to FREE publications from ICR.org. Acts And Facts Magazine

As a teacher, you are a unique minister of "light." Your work will "salt" the education process. ICR materials have helped our CEE parents' groups win scores of creation/evolution-policy battles across America. Those same materials will strengthen every teacher's resolve and technical abilities.

The creation/evolution war is for the soul of our nation. Every person is and will be affected by its outcome.

The Humanist Manifesto I (1933), promulgated by the American Humanist Association, describes the basis for its atheism in its very first Tenet, as follows: "(we) regard the Universe as self-existing and not created."

The Christian Bible supports scientific creation evidence when it says: "In the beginning God created the heaven and the earth" (Genesis 1:1).

Secular Creation in Schools 08/20/13
Presentation for public school boards showing how to teach creation legally under U.S. Supreme Court guidelines, and demonstrating dozens of educational enhancements resulting from including creation in the science curriculum. Author: David A. Prentice, M.Ed.
schoolbd.txt
Text file explaining circumstances for use of schoolbd.pdf.
Powerpoint slides for Secular Creation in Schools - Revised 08/20/13

textadd.pdf 120575 bytes 11/19/98
Creation Science Textbook Addenda for two high school science textbooks: GENERAL SCIENCE by Watkins, Emiliani, Chiaverina, Harper, LaHart (Harcourt Brace Jovanovich, 1989), and MODERN BIOLOGY by Albert Towle (Holt, Rinehart and Winston, 1989), both used in Louisiana public schools, possibly also other states.
These addenda present the scientific creation position so teachers don't have to teach on material where they have little or no background.
Level consistent with high school students'background.
Author: Charles Voss, Ph.D.

(1) world view of Creation = evolution (over millions or billions of years) (Trust in man's ability to explain creation over millions of years.)

(2) world view of Creation = The (KJV) Bible (Created in 6 days by God) (Faith in God's Word explaining Creation in 6 days.)

(3) Public education teaches you to trust in man's ability to explain creation over millions of years.

(4) Education via God's Word teaches you to trust God and his explanation of Creation over 6 days.

You have 2 choices: Trust in man and your own ability to explain your creation or God's Word and God's ability to explain your creation.

(Keep in mind an evolution explanation that involves a millions or billions of years timeline left up to your imagination to examine and conclude how this happened is NOT a rational explanation at all. How can you figure out the millions or billions or years evolution timeline if evolutionist's can't and just leave that part up to your own number cruncher.)

Goo To You?

"Goo To You" hypothesis

"Primordial soup" hypothesis

"Primordial soup" hypothesis theory of spontaneous generation was finally laid to rest in 1859 by the young French chemist, Louis Pasteur.

15 Questions for Evolutionists

Evolution: the naturalistic origin of life and its diversity