Story and Truth in Edwin Blashfield's The Evolution of Civilization

In 1894, the construction of Thomas Jeffersonville was nearing completion, the oldest of the three oldest buildings in the Diet Library in Washington, DC. As the appearance looks perfect, the architect turns attention to the interior and requests a number of mural paintings as follows. A famous artist. Members of these wall paintings deliberately began to provide stories about themselves to relatively young people "shaping American people's ideals through government-sponsored art media." Among these, Edvin Brassfield 's evolution of citizens, including the evolution of civilization, is the most famous.

An important example is Edwin G. Conklin (1863 - 1952), in 1908 Woodrow Wilson invited excellent Princeton embryologists until 1933. The direction of human evolution of Concline based on the lecture of 1920 made him a case of "evolutionary religion". What kind of religion is Conklin's evolutionistic religion? In the religion of evolution theory, God is not a transcendental creator but an inner essence. Christ is not sacred, he is a great moral teacher. The truth is not revelation, this is scientific knowledge. Evil is not a sin, it is "sickness, physical flaw, femininity, luxury, laziness, retreat of civilization" (1922, 239). Evolutionary religion has nothing to do with the next world and has something to do with the world (246). The test of its validity is not to unconsciously agree with a specific "formal creed", but to agree with "attachment to a useful life" (244)

definitely! To deny the truth of evolution and its role in shaping the life of the earth is to deny the reality. It is irresponsible to nurture children who do not know the reality and they are not ready to participate as adults in a world that is increasingly dependent on incorporating complex scientific decisions into society. We are responsible for educating our children to think about ourselves. It is therefore very important to teach scientific methods and to change with the emergence of new facts, as evidenced by science itself (for older children). In this case, intelligent design serves as a flawed, nonscientific example (during effectiveness between alchemy and astrology) to help students acquire critical thinking skills.