FYI: this blog is now in stasis.

Posts regarding atheism are being posted to Atheism is Dead

I am also maintaining a Christian apologetics blog: Life and Doctrine

I also have three other side projects:

Christian Apologetics – Pagination - this one provides feeds from apologetics, theology and contra atheism related blogs. Also provides resources such as books, audio, video, DVDs, t-shirts, etc.

Intelligent Designs - this one is my Cafepress online shop where you can purchase Christian apologetics and contra atheism related t-shirts, postcards, etc.

My Flickr site - this one contains various images and illustrations which anyone is free to copy and use.

Monday, December 15, 2008

Richard Dawkins - Children in the Atheist’s Den, part 8 of 8

This is part 8 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to The Atheist Extra Terrestrial

This series will consist of the following segments:
Part 1: The “Child Abuser”
Part 2: Grow Up, To Be Like Me
Part 3: When Artful Renditions Suffice
Part 4: Evolutionary Tree Rot
Part 5: Creation Myths
Part 6: Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

The Atheist Extra Terrestrial
Prof. Richard Dawkins gets children to consider aliens and assures them that aliens would side with atheists.
“If we ever meet life from another planet…I’d also be prepared to put my shirt on the bet that they will have evolved by the way equivalent of Darwinian Natural Selection.”

This is certainly charming but how, precisely, is this science? This is philosophical worldview adherence. A scientist is telling children that he would put up his own shirt on the bet. Actually, that is not much of a wager. What Prof. Richard Dawkins is presenting is a faith based belief.

Following is Prof. Richard Dawkins’s answer to the question “What do you believe is true even though you cannot prove it?”:
“I believe that all life, all intelligence, all creativity and all ‘design’ anywhere in the universe, is the direct or indirect product of Darwinian natural selection. It follows that design comes late in the universe, after a period of Darwinian evolution. Design cannot precede evolution and therefore cannot underlie the universe.”

He may believe this and it may actually be true, but should not be presented to impressionable children on the basis of authority and under that façade of science.



There is an odd fascination with aliens amongst the New Atheists. Dan Barker attempts to prove, in a very troubling argument, that rape is not absolutely immoral by appealing to alien rape voyeurs. Sam Harris mirrors the imaginative sci-fi tale that Prof. Richard Dawkins presents to children. In their quaint tales the aliens always side with atheists. Sam Harris seeks otherworldly approval by imagining that there might be “complex life elsewhere in the cosmos.” If there is, they might have developed a more sophisticated understanding of the universe than us. If they have done so, then they might be even less impressed by the contents of the Bible and the Qur′an than atheists are (see #8 here). Prof. Richard Dawkins likewise retreats into the realm of sci-fi and encourages children to imagine, along with him, what vastly superior beings would say to human:
“They’ll probably find us pretty childish, but they will be quite kind about our science. They’ll pat us on the head and say, "Well, what you know about Universe is pretty much correct. You got at lot to learn yet, but you are doing fine. Keep it up." That's what they would say if they were talking to our scientists. What if they were talking to our best lawyers or literary critics or theologians? I doubt if they’d be so impressed. They might be… their anthropologists, the equivalent of their anthropologists might be interested in us, but they would be bound to notice that our cultural beliefs are very local and parochial; not just by their standards, their universal standards, where they certainly would be, but even by our own standards. Because what people believe on our planet depends so much on whereabouts on the planet they happen to be born, which is a fairly odd thing.”
That’s right children if aliens exist they may be scientifically/technologically superior. And if they visited us they would more impressed with our scientists than with our theologians. Furthermore, these aliens would notice that our cultural beliefs are very parochial by their universal standards.

Prof. Richard Dawkins has quickly moved from believing in universal Darwinian orthodoxy to universal standards regarding cultural beliefs. And yes, “universal” and “cultural” are counter distinct for the very reason that one is “universal” and the other “cultural.” He may believe this and it may actually be true but should not be presented to impressionable children on the basis of authority and under that façade or science.

Continue reading Richard Dawkins - Children in the Atheist’s Den, part 8 of 8...

Monday, December 8, 2008

Richard Dawkins - Children in the Atheist’s Den, part 7 of 8

This is part 7 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to “Faith,” Saith the Atheist

This series will consist of the following segments:
Part 1: The “Child Abuser”
Part 2:
Grow Up, To Be Like Me
Part 3:
When Artful Renditions Suffice
Part 4:
Evolutionary Tree Rot
Part 5:
Creation Myths
Part 6:
Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

“Faith,” Saith the Atheist
Prof. Richard Dawkins exhorts the children to whom he is lecturing thusly:
“Put your trust in the scientific method, put your faith in scientific method…There’s nothing wrong with having a faith in a proper scientific prediction.”

Having attempted to destroy the children’s beliefs in anything but absolute materialism, Prof. Richard Dawkins next asks for converts.

What he does in order to demonstrate what he means by stating that “There’s nothing wrong with having a faith in a proper scientific prediction” is that he stands against a wall holding a small cannonball to his face, the ball is suspended by a rope from the middle of the ceiling. He lets it go and it swing across the room and back to within an inch of his face.


There you have it. Knowing something about gravity, momentum, etc. he had faith that the ball would not come swinging back to hit his face. Firstly, let us note that this is an accurate understanding of “faith” which is trust due to a logical inference.

Yet, this is a bit of a propagandist’s tactic. Merely stating that “science” is to be trusted is far too broad and generalized. The children should have been told that there is, for instance, hard and soft science. For example, engineering is a hard science yet, anthropology is notoriously soft. In the one case you make your calculations, draft your plans and build—the structure fails or succeeds. In the other case, you dig up bones and proceed to interpret them often according to schools of thought, professional rivalries, prestige, adherence to a certain theory, etc. (see here). There is “science” as theory, as experiment, as observation, as method, as a career, as lab work, etc. To simply state “trust in the scientific method, put your faith in scientific method” and seek to demonstrate it with a swinging ball is very narrow and manipulative of the children’s lack of knowledge and lack of discernment.


Stephen Jay Gould wrote,
“The stereotype of a fully rational and objective ‘scientific method,’ with individual scientists as logical (and interchangeable) robots, is self-serving mythology.”[1]

The editors of the journal American Scientist made the following comments about Hannes Alfvén’s Memoirs of a Dissident Scientist:
“Alfvén’s anecdotes remind us how personalities influence ideas, and his irreverent comments about peer review are as relevant today as they ever were.”

Following are some of Alfvén’s comments:
“Contrary to almost all astrophysicists my education had taken place in a laboratory…Instead of treating hydromagnetic equations I prefer to sit and ride on each electron and ion and try to imagine what the world is like from its point of view and what forces push them to the left or to the right. This has been a great advantage because it gives me a possibility to approach the phenomena from another point than most astrophysicists do, and it is always fruitful to look at any phenomenon under two different points of view.

On the other hand it has given me a serious disadvantage. When I describe the phenomena according to this formalism most [peer review] referees do not understand what I say and turn down my papers. With the referee system which rules US science today, this means that my papers rarely are accepted by the leading US journals. Europe, including the Soviet Union, and Japan are more tolerant of dissidents…

What is more remarkable and regrettable is that it seems to be almost impossible to start a serious discussion between E [a very strong Establishment] and D [a small group of Dissidents]. As a dissident is in a very unpleasant situation, I am sure that D would be very glad to change their views as soon as E gives convincing arguments. But the argument ‘all knowledgeable people agree that…’

(with the tacit addition that by not agreeing you demonstrate that you are a crank) is not a valid argument in science. If scientific issues always were decided by Gallup polls and not by scientific arguments science will very soon be petrified forever.”[2]

But what was Alfvén’s crime against science? Was he one of those crazy creation scientists? Was he one of those nutty Intelligent Design proponents? No, the issue was cosmic rays and whether they were a galactic phenomenon or subject to heliospheric confinement.

The bottom line may be that young, impressionable, inexperienced children are being told to put their trust and faith in scientific. Now, the results of doing science are promulgated by scientists. Thus, what scientists tell us must be that in which we are to put our trust and faith. And so if Prof. Richard Dawkins infers atheism from biology, biology must imply atheism. Many such examples may be envisaged as the result of making generic statements about whatever “science” may be according to any given definition.

[1] Stephen Jay Gould, “In the Mind of the Beholder,” Natural History, 103(2): 14, Feb. 1994, pp. 14-16
[2] Hannes Alfvén, “Memoirs of a Dissident Scientist,” American Scientist, 76(3):251, May-June 1988, pp. 250-251, reprinted from Early History of Cosmic Ray Studies, ed. Y. Sekido and H. Elliot, pp. 421, 427-31

Continue reading Richard Dawkins - Children in the Atheist’s Den, part 7 of 8...

Friday, December 5, 2008

Richard Dawkins - Children in the Atheist’s Den, part 6 of 8

This is part 6 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to Never Mind the Evidence

This series will consist of the following segments:

Part 1: The “Child Abuser”
Part 2: Grow Up, To Be Like Me
Part 3: When Artful Renditions Suffice
Part 4: Evolutionary Tree Rot
Part 5: Creation Myths
Part 6: Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

Never Mind the Evidence
Prof. Richard Dawkins asks the children to imagine what it would be like if scientists held scientific views as religious people hold to their beliefs. He states:
“Imagine the scene: two scientists arguing, and one of them says, ‘I believe the dinosaurs went extinct because a comet hit the Earth. Why do I believe that? Because that is what my father and grandfather believed, and that's what people in my country have always believed.’ ‘But I believe that it was a virus that drove the dinosaurs extinct. Why do I believe that? Because my father and grandfather believed it, and that's what people in my country have always believed.’ Or, suppose the conversation went like this: ‘nevermind the evidence, I just know that a comet struck the Earth because it was privately revealed to me that a comet struck the Earth.’ ‘And I just know that it was a virus because I just know it, because I just know it, because I have faith that it was a virus.’ If you overheard conversation like that you would think they were pretty odd scientists, wouldn't you? You’d have seen no reason to believe any of them.”

Via a visual aid, a colored map, Prof. Richard Dawkins shows how different language groups are dispersed throughout the earth. He also shows how different religions are dispersed, although in a very generalized way. He then points out how odd it would be if scientists would likewise be dispersed. That is to say, what if scientists were to base their scientific views based on the particular region in which they live: the that is what my father and grandfather believed, and that's what people in my country have always believed factor.


As it turns out, Prof. Richard Dawkins is very well aware that this does, in fact, occur in science. We may cite Chinese acupuncture, Indian Ayurveda medicine and various other culturally relevant “alternative” medicinal practices. Yet, surely Prof. Richard Dawkins’ western mindset would simply dismiss them form the realm of science.

Yet, I still maintain that he is very well aware that this does, in fact, occur in science. At least, he was well aware of it in 1998 when he wrote about such matters and, coincidentally or not, bases his statement on the issue of the extinction of the dinosaurs:
“After giving lectures in the United States, I have often been puzzled by a certain pattern of questioning from the audience. The questioner calls my attention to the phenomenon of mass extinction, say, the catastrophic end of the dinosaurs and their succession by the mammals. This interests me greatly and I warm to what promises to be a stimulating question. Then I realize that the tome of the question is unmistakably challenging. It is almost as though the questioner expects me to be surprised, or discomfited, by the fact that evolution is periodically interrupted by catastrophic mass extinctions.
I was baffled by this until the truth suddenly hit me. Of course! The questioner, like many people in North America, has learned his evolution from Gould, and I have been billed as one of those ‘ultra-Darwinian’ gradualists! Doesn't the comet that killed the dinosaurs also blow my gradualistic view of evolution out of the water? No, of course it doesn't. There is not the smallest connection. I am a gradualist in the sense that I don't think macromutations have played an important role in evolution.
More determinedly, I am a gradualist when it comes to explaining the evolution of complex adaptations like eyes (so is any sane person, including Gould). But what on earth have such matters got to do with mass extinctions? Nothing at all. Unless, that is, your mind has been filled up with bad poetry. For the record, I believe, and have believed for the whole of my career, that mass extinctions exert a profound and dramatic influence on the subsequent course of evolutionary history. How could they not? But mass extinctions are not a part of the Darwinian process, except in so far as they clear the decks for new Darwinian beginnings.”[1]

The minutia of the argument aside, he recognized that upon coming across the pond from jolly ol′ England he finds that certain theories differ in the USA. He finds that it is because many people in North America learn evolution from Stephen Jay Gould. He finds that people, even those interested enough to attend science lectures, recognize that this foreigner, Prof. Richard Dawkins, holds to different theories. He sees that they even compose unmistakably challenging questions with which to challenge him and his foreign theories. Besides geography scientists also hold to different theories due to philosophy, schools of thought, professional rivalries, et al (find many examples here).

[1] Richard Dawkins, Unweaving The Rainbow: Science, Delusion and the Appetite for Wonder (New York: Houghton Mifflin Books, 1998)


Continue reading Richard Dawkins - Children in the Atheist’s Den, part 6 of 8...

Tuesday, December 2, 2008

The Godhead’s Goathead

And now for something a bit different:

National Public Radio is running a project called:
“This I believe - a public dialogue about believe—one essay at a time”

They placed my essay on their website.
If you are so inclined as to read it, The Godhead’s Goathead



Continue reading The Godhead’s Goathead...

Saturday, November 29, 2008

Richard Dawkins - Children in the Atheist’s Den, part 5 of 8

This is part 5 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to Creation Myths

This series will consist of the following segments:

Part 1: The “Child Abuser”
Part 2:
Grow Up, To Be Like Me
Part 3:
When Artful Renditions Suffice
Part 4:
Evolutionary Tree Rot
Part 5: Creation Myths
Part 6: Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

Creation Myths
Prof. Richard Dawkins next engages upon a conveniently narrow argument based on partial information and assertions as he states:

“The Adam and Eve myth is believed by a lot of people in certain parts of the world, but if you go to the other parts of the world you will find them believing very different myths…These creation myths are very beautiful, but they’re all different from one another, and they can't all be true. And it’s very odd if people believe simply what the other people in their country happen to believe, just because they are in that country.”

Of course, the abiogenesis myth is believed by a lot of people in certain parts of the world, but if you go to the other parts of the world you will find them believing very different myths (I referenced many of them here). In part 5 I will deal with the, “just because they are in that country” issue.



While it is true that there are very different myths worldwide it is far too myopic to leave the statement at that, particularly when one is presenting supposed scientific information to children.
The fact is that several of the most ancient cultures worldwide have as their most ancient myths very similar stories. For example, many of them share versions of the creation of the world by a preexisting god(s), of a garden where human life was created, of a worldwide flood from which one family survived. Many share remarkable detail such as an ark ending up on a mountain, a bird being sent out form it, animals being saved on the ark, etc. These stories come to us from, to mention a few:
Alaska, Andaman Island, Asia Minor, Australia, Assyria/Babylon, Bolivia, Borneo, Canada, China, Cree, Cuba, East Africa, Egypt, Fiji, French Polynesia, Greece, Guyana, Hawaii, Iceland, India, Iran, Italy, Leeward Islands, Lithuania, Malay Peninsula, Mexico, New Zealand, Peru, Polynesia, Russia, Scandinavia, Sumer, Sumatra, Syria, Vanualu, Vietnam, Wales, Norther, Central and South America.


Prof. Richard Dawkins’ theory takes the children from “they can’t all be true” to the fallacious conclusion that if they are different and cannot all be true—none of them are true. This is a non sequitur because it could be that if they are different and cannot all be true—one of them is true.


Prof. Richard Dawkins has concocted his own creation myth in which “luck” plays the main role. Are we to conclude that simply due to the fact that his is one of the ones that “can’t all be true” it is therefore not true? See my essay Is Richard Dawkins a Fundamentalist?, part 5 of 9 to learn about his life from luck views.


Moreover, a more reasonable theory would be that as human civilization spread from a centralized location various groups spreading in various directions took with them the common knowledge history, or pre-history, which we now refer to as myth or legend. As these civilizations took root in various geographical locations they added their own flavors to these stories and surely invented various others. When we consider the corroboration of evidence, this may be evidence that the “myths” describe actual events.


As I have detailed elsewhere, when we consider the Genesis creation myth we find that it makes certain predictions (in a scientific sense):

It predicts that the universe had a beginning.

It predicts that the universe consists of time, space and matter.

It predicts that human beings are made of the substance of the earth.

It predicts the First law of thermodynamics.

To name a few.

See these essays for details:

The First Commandment of Thermodynamics

“In the Beginning…”: the Lucky Guess

“…Professing Themselves To Be Wise, They Became Fools…”, part 5 of 5



Continue reading Richard Dawkins - Children in the Atheist’s Den, part 5 of 8...

Monday, November 24, 2008

Richard Dawkins - Children in the Atheist’s Den, part 4 of 8

This is part 4 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to Evolutionary Tree Rot

This series will consist of the following segments:
Part 1: The “Child Abuser”
Part 2:
Grow Up, To Be Like Me
Part 3:
When Artful Renditions Suffice
Part 4: Evolutionary Tree Rot
Part 5: Creation Myths
Part 6: Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

Evolutionary Tree Rot
Prof. Richard Dawkins presents the children with an outdated version of the tree of life. Some time ago this tree illustration was supposed to demonstrate how all organisms (represented in the tips of the branches) evolved from common ancestors (represented where the branch sprouts off of the trunk) and which are all traced to the first living organism.


Of course, this is outdated and has been replaced by a bush of life or by, as Jonathan Wells states it, “Clearly, the Camrian fossil record explosion is not what one would expect from Darwin’s theory. Since higher levels of biological hierarchy appear first, one could say that the Cambrian explosion stands Darwin’s tree of life on its head. If any botanical analogy were appropriate, it would be a lawn rather than a tree.”[1]


Prof. Richard Dawkins stated,
“All those animals are cousins of one another and they’re cousins of us…We know that they are all our cousins because we know that they all have the same DNA code. The DNA code of all living things alive today is the same. And, that is too improbable to have come about unless we have an ancestor. We’re all descended from one remote ancestor which lived probably between 3-4 thousand million years ago, and we are all, therefore, all cousins.”

Let us suppose that by “The DNA code of all living things alive today is the same” he actually means that all living things have DNA. Of course, all automobiles have serial numbers thus, all automobiles are cousins. The fact that all of them have serial numbers makes it too improbable to have come about unless they have an ancestor. And they do have an ancestor in common.

Wagons were originally intelligently designed and pulled by humans. Later humans attached the wagons to animals. Humans eventually intelligently designed engines. All automobiles are cousins and have serial numbers because sighted, forward looking, auto makers placed them there as a mark of their creation. DNA can mean that we are related to chinchillas, sea slugs, cucumbers and lava or that we do not have common ancestry but a common designer.


[1] Jonathan Wells, Icons of Evolution: Science Or Myth?: Why Much of What We Teach about Evolution is Wrong (Regnery Publishing, 2002), p. 42

Continue reading Richard Dawkins - Children in the Atheist’s Den, part 4 of 8...

Wednesday, November 19, 2008

Richard Dawkins - Children in the Atheist’s Den, part 3 of 8

This is part 3 of my review of Professor Richard Dawkins’ “Royal Institution Christmas Lectures” aka “The Royal Institution Lectures for Children” Episode 1, “Waking up in the Universe” (transcript / video). When all parts have been posted I will provide a PDF format version of the entire essay.

This segment introduces us to When Artful Renditions Suffice

This series will consist of the following segments:

Part 1: The “Child Abuser”
Part 2:
Grow Up, To Be Like Me
Part 3: When Artful Renditions Suffice
Part 4: Evolutionary Tree Rot
Part 5: Creation Myths
Part 6: Never Mind the Evidence
Part 7: “Faith,” Saith the Atheist
Part 8: The Atheist Extra Terrestrial
[eventually these will become hyperlinks]

When Artful Renditions Suffice
Prof. Richard Dawkins shows the children paintings of various ape to man transitions walking through pretty flowers,
“Homo Habilis…Australopithecus. He is probably a direct ancestor of this one…Ramapithecus, that would be possibly an ancestor…not just of us, but also of all the great apes…[and] an early primate.”

He continues by showing them paintings of other creatures,
“An early mammal…An insectivore…an early mammalian like reptile…An amphibian…a fish, just coming out of the water; just leaving the water, and coming to the land.”

Apparently, “probably” and “possibly” is good enough for propaganda and good enough to conclude, “Those are all your ancestors.”
Fanciful artwork plays a very important role in Dawkinsian style Darwinism: when they do not have evidence they can hire an artist to invent some. When you have a few bones, the artist can pain an entire animal.For instance, when it comes to the ape to man progressions: how do we know what the nose looked like? Cartilage does not fossilize. How do we know what the eyes looked like? With whites in their eyes like humans or without, like apes? How do we know that they had fur? How do we know how long the fur was? In fact, even dealing with the actual bones can be a very subjective business, a puzzle that you can mix and match at will:
“One point of uncertainty was the angle at which the face attached to the cranium. Alan Walker remembers an occasion when he, Michael Day, and Richard Leakey were studying the two sections of the skull. ‘You could hold the maxilla forward, and give it a long face, or you could tuck it in, making the fact short,’[1] he recalls. ‘How you held it really depended on your preconceptions. It was very interesting watching what people did with it.’ Leakey remembers the incident too: ‘Yes. If you held it one way, it looked like one thing; if you held it another, it looked like something else. But there was never any doubt that it was different. The question was, was it sufficiently different from everything else to warrant being called something new?’”[2]


What of the other creatures? In order to illustrate these you could paint virtually anything. For instance what is “an early mammalian like reptile”? This reminds me of the Ellen Degeneres joke about gluing a wig on a lizard.
What of the “fish, just coming out of the water; just leaving the water, and coming to the land”? Not long ago, some claimed that the Coelacanth was a good candidate for this fish that was a land lover at heart. We had fossils of this fish that are said to date back to 410 million years ago (and vanishing from the fossil record 65 million years ago). However, you could go diving today and find Coelacanths swimming about. Apparently, environmental pressures were such that parts of the species remain unchanged for at least 410 million years and part became the human beings that fish them, cook them up and eat them with a twist of lemon.



Here is some information for those who are interested in the interpretive aspect of paleoanthropology (more can be found here):
“Edward Tyson had earlier, in 1699, unconsciously manipulated what was to be the first scientific description of a great ape, in this case a juvenile chimpanzee…In the post-Darwinian era, throughout the history of paleoanthropology, authorities would commit Tyson’s error time and time again: Neanderthal, Piltdown, Australopithecus, Ramapithecus, Zinjanthropus—each in its turn has been the object of the exaggeration of traits favored by observers whose theories demanded them.”[3]

“the power of preconceptions, of seeing in the anatomy what you expect to see. ‘Contrary to Simons’ and my original view, Ramapithecus itself does not have a parabolic dental arcade,’[4] says Pilbeam. ‘I ‘knew’ Ramapithecus, being a hominid, would have a short face and a rounded jaw—so that’s what I saw.’[5] Pilbeam and Simons were not uniquely guilty of this error. It occurs often, such is the uncertainty of interpreting fragmentary anatomy in fossils….The clearest message of the Ramapithecus affair, however, is the power of preconceptions, which in this case led competent scientists to ignore the evidence of other competent scientists because the conclusions drawn from the evidence were at variance with established ideas. All scientists are guided to some degree by a set of assumptions, usually implicit rather than explicit. ‘I try hard to detect them in my own thinking,’ says Pilbeam, ‘to isolate those assumptions that are not articulated because they are so ‘obvious,’ yet will seem so silly a few years from now. I am also aware of the fact that, at least in my own subject of paleoanthropology, ‘theory’—heavily influenced by implicit ideas—almost always dominates ‘data’…Ideas that are totally unrelated to actual fossils have dominated theory building, which in turn strongly influences they way fossils are interpreted.’”[6]

Regarding various descriptions of Ramapithecus’ anatomy and habits:
“Here then, was a very complete picture of an animal—not just what it looked like, but also how it lived. And all based on a few fragments of upper and lower jaw and teeth…‘What we saw in the fossils was the small canines, and the rest followed, all linked together somehow. The Darwinian picture has a long tradition, and it was very powerful,’”[7] “Pilbeam and Simmons managed to maintain their support of Ramapithecus [as a hominid], however, mainly by adjusting their lines of argument in concert with the shifting evidence,”[8] “Pilbeam began to realize that the fossil material then available simply wasn’t adequate to support the kinds of sweeping conclusions that had been made,”[9] “before the decade was out Rama’s ape would be just that—an ape.”[10]

“‘One no longer has the option of considering a fossil specimen than about eight million years a hominid no matter what it looks like.’[11] In other words, he did not care whether Ramapithecus looked like Australopithecus or even Homo sapiens. It was simply too old to be a hominid….Even Louis Leakey joined in the fray, admitting first that ‘I am not qualified to discuss the biochemical evidence,’[12] and then going on to assert that it must be wrong because it was at variance with the fossil record…This initial line of criticism by the paleoanthropologists is unequivocal: the biochemistry is wrong because it doesn’t agree with the fossils. Period.”[13]

Richard Leakey made the following statement regarding Homo habilis, “Of the several dozen specimens that have been said at one time or another to belong to this species, at least half probably don’t. But there is no consensus as to which 50 percent should be excluded. No one anthropologist’s 50 percent is quite the same as another’s.”[14]


[1] Roger Lewin, Bones of Contention (New York, NY: A Touchstone Book published by Simon & Schuster Inc., 1987), p. 160 citing an interview with the author, Potomac, Maryland, 5 Aug. 1984
[2] Lewin, p. 160 citing an interview with the author, Nairobi, 21 Jan. 1985
[3] Ibid., pp. 304-305
[4] “Rethinking Human Origins,” in Discovery, vol. 13, pp. 5-6 (1978)
[5] Lewin, p. 123 citing an interview with the author, Harvard, 23 Oct. 1984
[6] Ibid., pp. 126-127 citing “Rethinking Human Origins,” in Discovery, vol. 13, pp. 8-9 (1978)
[7] Ibid., p. 95 citing an interview with the author, Harvard University, 23 Oct. 1984
[8] Ibid., p. 98
[9] Ibid., p. 103
[10] Ibid., p. 98
[11] “A Molecular Approach to the Question of Human Origins,” Background for Man, edited by V. M. Sarich and P. J. Dolhinow, published by Little, Brown, 1971, p. 76
[12] “The Relationship of African Apes, Man, and Old World Monkeys,” Proceedings of the National Academy of Sciences, vol. 67, p. 746 (1970)
[13] Lewin, pp. 105, 111
[14] Richard Leakey, Origins Reconsidered: In Search of What Makes Us Human (New York: Doubleday Religious Publishing, 1992), p. 112


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