This would seem to be “right down the atheists’ alley,” and you frequently hear fundamentalists say this is precisely what nonbelievers are ultimately trying to accomplish in their court challenges to school prayer. But 100% of a sample of Manitoba parents who were atheists said this would be a bad law; so did 70% of a sample of the active American atheists whose organizations often launch those court challenges. Atheists typically hold that religious beliefs/practice have no place in public schools, and that includes their own point of view. No double standard there.
(It would be interesting to know how fundamentalists react to the news that, when put to the test, atheists showed more integrity than fundamentalists did on this matter. They often say morality cannot exist without belief in God, but the atheists seem much more principled than the fundamentalists do on this issue.[16])
B. Opposition to Evolution. If fundamentalists have added one thing to the authoritarian follower’s armor of compartmentalized thinking, double standards, rationalization, and so on, it is a preference for selective ignorance. You can see this most clearly in their rejection of evolution.
Instead of learning about one of the major scientific advances of all time, with all its explanatory power and steady flow of amazing discoveries, fundamentalists embrace “creation science”or “intelligent design.” As many a court has ruled, these are “science” in name only since they lack a clear statement of propositions, make no predictions, cannot be tested, and are usually just a back-door attempt to teach the Bible as part of the public school curriculum. Still fundamentalists work tirelessly to give creation science or intelligent design “equal time” with evolution in public schools—which would mean cutting in half the time devoted to real science instruction—hoping to accomplish by zeal, clamor and pressure what is unjustified by scientific accomplishment. [17]
How does this connect to “selective ignorance”? If you ask fundamentalists about evolution, it becomes clear that they seldom understand what they are opposing. Instead they seem to be repeating things they have heard from the leaders of their in-groups, such as “Darwin’s theory of evolution says that humans descended from monkeys,” and “There is a crucial ‘missing link’ in the fossil evidence that shows humans could not have descended from apes,” and “It’s just a theory.”[18] They will sometimes tell you evolution violates the laws of thermodynamics, but when you ask them what those laws are, the conditions under which the featured Second Law applies, and what it has to do with evolution, they stumble all over themselves.
As well, they will say most scientists today have rejected Darwin’s theory, when evolution is probably the most widely accepted explanation of things in the biological, geological, and astronomical sciences. (Debates certainly arise in science about how evolution takes place but not, anymore, whether it occurs.) They will tell you “many famous scientists” don’t believe in evolution at all, but they seldom know any names. They will give you the famous “A watch, therefore a watchmaker” argument-from-design that introductory philosophy students tear to shreds year after year. But when you point out the logical fallacy in this argument it becomes clear they never thought about it, they just stored the argument. They will tell you, mistakenly again, that evolution has never been observed happening. They know well the arguments against evolution that they have heard from their trusted sources, but they know almost nothing about the theory of evolution itself or the overwhelming amount of evidence from all the relevant fields that support it.
As a consequence I have had fundamentalist university students in my classes who had apparently managed to avoid all instruction in genetics in their lives, and who did not know what a gene, or a mutation was. Others, almost as extreme, have heard the human genetic code “can never be broken” and so doubt the value of learning anything about it. Or else that research should be forbidden on DNA because it is the “secret of life” that humanity was not meant to have. Or else everything that science has discovered fits in perfectly with the story of the Great Flood, which is part of the explanation most fundamentalists want everybody to have to learn in school instead of biological science. Adam walked with dinosaurs, they insist.
One can believe in a divinity and also believe that life appeared and developed on earth through evolution. It may look like an accident, you can say, but it’s really God’s plan. Many theists take that position, and eventually religious fundamentalists may come around to it. After all, the Catholic Church eventually came to accept the “theory” that the earth goes around the sun. But that might take centuries and in the meantime, as the rest of the world makes ever-increasing advances in knowledge, the anti-evolutionists will be busting a gut to make sure all of America’s children remain as ignorant as theirs. And one can seriously question whether evolution would get even 10% of the relevant instruction time in public schools that fundamentalists control. Remember how much authoritarians love to censor ideas?[19]
C. The Bible Is Always Right, Unless… As we saw in chapter 3, you frequently find dogmatism in religion. Still, I have been amazed at how rigid religious fundamentalists can be—even to the point of dismissing what they say is the cornerstone of their lives, the Bible. I have twice given students who insisted the Bible was both a) divinely inspired and b) free of errors, contradictions and inconsistencies, the four Gospel accounts of Easter morning, laid out side by side. You never see them that way. Most people just hear one account, in church on Easter. Those who set out to read the New Testament go through the Gospels in the order Matthew, Mark, Luke and John, and may well have forgotten what Matthew said when they get to Mark’s starkly different version. Thus I suspect none of my “true believers” had ever seen the narratives printed alongside one another before. I asked them to read the (literally) Gospel accounts of this, the central, defining event in their religion. Then they read the following summary I had prepared:
“There appear to be many direct contradictions in these four descriptions of the tomb scene. Who actually encountered the risen Jesus in the garden? John says it was just Mary Magdalen. Matthew says it was Mary Magdalen and “the other Mary,” and according to Mark and Luke, neither Mary Magdalen nor any other person actually saw Jesus in the garden. Did Mary Magdalen recognize Jesus when she encountered him? John says no, but Matthew says yes. Did the women tell anyone what happened in the garden? Mark explicitly says they did not; Luke and John explicitly say they told the apostles. Was it light when Mary Magdalen came to the tomb (as Mark, Matthew and Luke say), or dark (as John says)? How many ”men in white”/angels were there: one (Mark and Matthew) or two (Luke and John)? Did Jesus let people hold onto him? Matthew says yes, John says no.
“As well there are numerous inconsistencies. Who actually went to the tomb? (All four accounts disagree.) Which apostles went to the garden? According to Luke, only Peter went; but John says Peter and the “beloved disciple” both went; and Mark and Matthew make no mention of Peter (or any other apostle) going to the garden. Was there a great earthquake, as Matthew says? How could Mark, Luke and John all ignore “a great earthquake”? Were there Roman guards? Matthew says yes, but the others do not mention them at all.”
I then offered each subject space to explain her position on the Bible under various headings. The first possibility was “There are, in fact, no contradictions or inconsistencies in the four accounts.” Other possibilities attributed the contradictions and inconsistencies to human error in translation, etcetera, or to some of the evangelists getting details wrong, or to the whole thing being a myth.