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suddenly exploding along with the
population explosion.
In bis concept of the university of the
future, he uses the term, "The Wave of
the Future." He describes the "MULTT–
VERSITY'' of the future. He speaks of
"the university's invisible product,
knowledge," and, "the university is
being called On to PRODUCE KNOWL–
EDGE
as never before" (emphasis
mine).
This "knowledge production," he
says,
is
growing at about twice the rate
of the rest of the economy. The rail–
roads were largely responsible for the
development of the Unitcd States dur–
ing the last half of the 19th century,
the automobile during the fi rst half of
the twentieth. And what they did for
those two half-centuries, "the knowl–
edge industry will do for this last hal f
of the twentieth century.
The production, distribution and con–
sumption of KNOWLEDGE is said to
account for 29% of the gross national
product.
Does this not sound cooo?
Does all this not intoxicate us with
human intellectual vanity? Production
of KNOWLEDGE is tantamount to being a
Goo-level accomplíshment!
May we not congratulate ourselves
with a thrílled sensation of the super–
greatness of the human intellect?
But - WHAT ABOUT THE EFFECT?
Everything, we will do well to
remember, is a mattcr of CAUSE and
EFFECT.
One inescapable effect we see all
about us is the astounding rapid accel–
eration of cvils besetting humanity on
every side.
What could be the CAUSE of these
effects threatening the DESTRUCTION of
civilízation - the EXTINCTJON of the
human race?
KNOWLEDGE PROOUCfiON
ÍS
sup–
posed
to
be the WAY to CURE all our
evils. Given sufficient KNOWLEDGE, the
great minds have assured us, we shall
have the solution to all humanity's
problems, ills, and evils.
WH\ , then, this paradox? WHY do
we see new and increasing evils al!
about us worldwide, accelerating in
almost exact proportion with the íncrease
in KNOWLEDCE? WHY?
Is there a relation between the two?
The
PLAIN TRUTH
Could the one - KNO\VLEOCE PRO·
DUCTION - be the CAUSE of the other
- the evils besetting us?
Take just a quick look at a few
FACTS:
Recent agricultura! KNOWLEDGE has
produced insecticides, artificial fertiliz–
ers, and. chemicals. These sometimes
resulted in suddenly increased crop pro–
duction. The immediate result
seemed
beneficia!.
It
was once supposed that for the
good of the soil the land should lie idle
every seventh year. But man gained
the KNOWLEDGE of how to avoid
losing the profits of that seventh–
year idleness. He learned how to p ro–
duce g reater profits for himself the
other six years beside.
But - the EVENTUAL RESULT of this
new knowledge? The ecological balance
of nature has been upset. The life cycle
of the soil is being destroyed. This is
even reducing the amount of oxygen in
the air. And it tbreatens, ultimately, to
DESTROY OUR EARTH,
SO
that it wilJ
yield NO FOOD TO SUSTAIN HUMAN
LIFE.
Man's recent KNOWLEDGE PROOUC·
TJON has brought us millions of
automobiles, giant factories producing
labor-saving gadgets, thousands of new
luxury items - and at the same time
the production of these inventions is
polluting our ai r with SMOG.
l t is man's INCREASED KNOWLEDGE
that is uitimately producing air pollu–
tion, water pollution, food pollution,
garbage and waste pollution.
l ncreased KNOWLEDGE has produced
toothbrushes and toothpastes "to save
our teeth" - and yet, due to faulty
diet, there is far more tooth decay and
tooth trouble than ever before!
We produce the KNOWLEDGE that a
wife's place is no longer in the home.
As KNOWLEDGE increased, women
demanded "their rights." Now many
women are employed and independent.
And home and family life is disinte–
grating. A sound and solid FAMILY
structure is the very BASIS of any
healtby, stable society. As the family life
disintegrates, so does the civilization! As
the divorce rate increases, so does misery
and unhappiness! And juvenile delin–
quency - the delinquency of 'rOMOR·
ROW'S LEADERS !
August-September
1970
Carry this analysis on. Open your
eyes to what WE ARE DOING TO
OURSELVES!
\'{/HAT IS WRONG? ls it WRONG to
acquire or possess knowledge?
No, but there are two kinds of
knowledge - true and false - right
and wrong - cooo and EVIL.
In
the
pursuit of KNOWLEDGE roan has used
one SOURCE - the "scientific" method
of experimentation, discovery, and
REASON.
Where did this "scientific method" of
KNOWLEDGE PRODUCTlON really START?
Humanity doesn't know. Probably it
doesn' t want to know. Probably few
will believe the truth when it is put
before their eyes. But it is still a matter
of CAUSE and EFFECT. To reject TRUE
knowledge is to suffer the consequences.
Like the television show, it 's a matter of
TRUTH or CONSEQUENCES.
In this feverish development of
KNOWLEDGE PRODUCTION, universities
have been placing great emphasis on
academic freedom.
Academic freedom is
defined as the independent judgrnent
allowed teachers, scholars, scientists,
students in the pursuit of knowledge.
Higher education has exercised the
academic freedorn to postulate a cre–
ation without a Creator - to engage in
the activity of KNOWLEDGE PRODUC·
TJON with rejection of God as Creator
and Ruler of the universe - with total
rejection of any possibility of the
miraculous, the supernatural, or any–
thing outside the realm of the material
- with total rejection of Biblical
revelation.
Personally, when I rnade my first
research into the theory of evolution, 1
studied Lyell, Darwin, Spencer, Huxley,
Haeckel, Vogt, Chamberlain and other
proponents of the theory. 1 read also
More and other scientists who were crit–
ics of the theory, although they believed
it. But I wanted to be open-minded aod
fair. So 1 looked also at the alternative
possibility - the Biblical statements
about special Creation.
1 would venture to say that most of
those whose higher education has been
received during the past quarter century,
however, have been taught and h ave
accepted without question the evolu–
tionary theory, oot having examined
with any seriousness the Bíblica!