I suppose you would advocate the teaching in schools of man-made global warming as well, despite the fact that it has been adequately exposed over and over again as a complete and utter fraud, with data fiddled by mainstream 'scientists' to purposely deceive the public for political and other reasons - see the many books exposing the global warming fraud including this one:
Pseudoscience is any science subject that presented to the public AS FACT in the face of solid contradictory evidence or even with no evidence at all. Darwinian evolution (along with its many deceptions, e.g., the alleged 'evolution' of the horse, recapitulation theory, the peppered moth, and outright frauds such as Piltdown man) falls into the category of pseudoscience. Creation science is operational science carried out by PhD scientists who have contributed much to our understanding. Without them we would still be laboring under the mistaken belief that radiometric dating (along with its "millions" of years of supposed earth history) was exact science. Nothing could be further from the truth. Google, for example, RATE research (radio activity and the age of the earth), or this:
If, as you say, pseudoscience is "banned" then why is evolution still being taught in schools? Why are students not allowed to question it or even be made aware of the many difficulties associated with it? Why can students not be told of any physical evidence, arguments, or other data that contradicts this bankrupt theory? All of this smacks of cover-up so that students cannot not see the desperately threadbare state of Darwin's knickers. (note to self: make 'Darwin's Knickers' the title of my next book. Or maybe call it 'Knickers to Darwin'. Hmm . . .)
http://www.amazon.co.uk/Watermelons-Environmentalists-Destro...).
Pseudoscience is any science subject that presented to the public AS FACT in the face of solid contradictory evidence or even with no evidence at all. Darwinian evolution (along with its many deceptions, e.g., the alleged 'evolution' of the horse, recapitulation theory, the peppered moth, and outright frauds such as Piltdown man) falls into the category of pseudoscience. Creation science is operational science carried out by PhD scientists who have contributed much to our understanding. Without them we would still be laboring under the mistaken belief that radiometric dating (along with its "millions" of years of supposed earth history) was exact science. Nothing could be further from the truth. Google, for example, RATE research (radio activity and the age of the earth), or this:
http://creation.com/radioactive-decay-rate-depends-on-chemic...
If, as you say, pseudoscience is "banned" then why is evolution still being taught in schools? Why are students not allowed to question it or even be made aware of the many difficulties associated with it? Why can students not be told of any physical evidence, arguments, or other data that contradicts this bankrupt theory? All of this smacks of cover-up so that students cannot not see the desperately threadbare state of Darwin's knickers. (note to self: make 'Darwin's Knickers' the title of my next book. Or maybe call it 'Knickers to Darwin'. Hmm . . .)