Insectman Home
Contact Us
My Testimony
Our Links
Get Saved
Exodus Mandate
The Lie: Evolution



By Karl Priest December 2, 2014

The for real-fantastic-fabulous final explanation of how insects evolved was announced in November 2014. Before exposing this as a fallacious-funny-fantasy I share what the fiction writers wrote. Some eye parts are bolded.

“Landmark study on the evolution of insects”


An international team of more than 100 researchers…has published the first modern roadmap of insect evolution…The unprecedented results…answer longstanding questions about the origins and evolution of the most species rich group of organisms on Earth…New sequencing technology allowed us to compare huge amounts of genetic data, and for the first time ever, we can fill these knowledge gaps. Science is taking us closer to solving the mysteries of the evolution of life than ever before"…Using a dataset consisting of 144 carefully chosen species, 1KITE scientists ( 1KITE - 1K Insect Transcriptome Evolution) present reliable estimates on the dates of origin and relationships of all major insect groups based on the enormous molecular dataset they collected. They show that insects originated at the same time as the earliest terrestrial plants about 480 million years ago. Their analyses suggests that insects and plants shaped the earliest terrestrial ecosystems together, with insects developing wings to fly 400 million years ago, long before any other animal could do so, and at nearly the same time that land plants first grew substantially upwards to form forests…"Phylogeny forms the foundation for telling us the who?, what?, when?, and why? of life”…The new reconstruction of the insect tree of life was only possible by a cooperation of more than 100 experts in molecular biology, insect morphology, paleontology, insect taxonomy, evolution, embryology bioinformatics and scientific computing.


Another article (11-7-14 had this to say:

Insects developed wings before any other animals so they could keep up with the growing height of land plants, a new study suggests… Their research suggests insects evolved from marine crustaceans earlier than previous studies have found…"And as soon as these early plants started to develop height, which is about 400 million years ago, insects developed wings." As plants grew taller, insects could have crawled to their tops and jumped off, at first gliding, before later evolving to flap their wings, he says…"Once we had the basic evolutionary tree, we then integrated fossil evidence to calculate exactly when different groups appeared.” One interesting finding from the study is that it shows cockroaches are closely related to termites.

Karl’s clarification of their fabrication:

Landmark: an event or development that marks a turning point or a stage (

This study is not a turning point, it is just the like the children’s camp song “ same song, second verse: a little bit louder, and a whole lot worse!”

“Suggest” means to present for consideration. “Could have” is pure speculation. The study proves nothing except the immense imagination of True Believers in Evolutionism (TBEs). Their “map” and history tree (phylogeny) rivals that from the mind Tolkien ( I will demonstrate the TBE absolute asininity with the automobile analogy below.

First, not needing to reinvent (Can you imagine one “evolving”?) the wheel, I will use the comments from John Mackay (Creation Research) regarding this “landmark project”.

How does the height of plants give non-flying insects any new genes required that will make the wings, muscles and nervous systems needed for flight? Climbing up to the top of a plant and jumping off is certainly not going to create new genes and will certainly eliminate many via a bizarre insect form of Hari Kari.

When we read such laughable ideas in otherwise serious science news sources we are reminded of Malcolm Muggeridge’s assessment of the theory of evolution: “I myself am convinced that the theory of evolution, especially the extent to which it’s been applied, will be one of the great jokes in the history books of the future. Posterity will marvel that so very flimsy and dubious an hypothesis could be accepted with the incredible credulity it has”. (Malcolm Muggeridge (journalist and philosopher), 1978 Pascal Lectures, University of Waterloo, Ontario, Canada.) (Ref. botany, ecology, entomology)
Evidence News 20/14 - 19th November 2014

The 1KITE collaborators may as well have been flying a kite in a thunderstorm without a key on the line. There confusions are carried down to classroom teachers.

One high school science teacher TBE amazingly has a presentation (“Evolution-An Introduction” Hereafter called “Evolution of the Automobile”.) purporting to explain evolution by using the history of automobile design! On page two he said, “We will learn about evolution today. By the end of the presentation, you should be able to define the word evolution and tell some of the major ideas it contains.” This guy is presumably on an elite team of teachers selected by a national agency to improve science teaching. Here are some quotes from his presentation (bold font added):

Pg. 46 “‘We have seen the evolution of the automobile. What do you think the word evolution means?” (Change over time) “What are some of the concepts we can parallel with the evolution of living things?’ (Borrow from pre-existing designs, good designs kept, change occurs over time, can’t always predict how selection will take place, can infer a lot from snapshots like speed, safety [like fossils], form follows function).”

Pg. 11 “ Introduce concept here that ‘good designs are kept, while bad designs are changed or gotten rid of.’ Note the increase in complexity in the steering column—many more levers and a shaft enclosed in a housing. This is more complex than the simple lever from previous models (important for next design breakthrough).”

Pg. 38 “Henry Ford, still the President of Ford Motor Co., wanted to bring back to the designs of the early 1950’s—large, lots of chrome, etc. . . . So he designed the Edsel to be the next BIG ford car, like the Model A.”

[PDF] Evolution of the Automobile

I counted 22 instances of the word “design” (including “designs”, “designed” and “designer”.) Only dim-witted Darwin Disciples can miss the obvious point! Mindless “evolution” never designed even a needle let alone a sewing machine!!

The sponsor of this Evolutionism Evangelist to “public” school students is Fermilab. From the Fermilab website:

What are we made of? How did the universe begin? What secrets do the smallest, most elemental particles of matter hold, and how can they help us understand the intricacies of space and time?

Since 1967, Fermilab has worked to answer these and other fundamental questions and enhance our understanding of everything we see around us.

The Fermilab focus on education is explained by:

Fermilab is committed to developing the science, technology, engineering and mathematics (STEM) workforce and stimulating science literacy. Laboratory programs serve students at all levels from prekindergarten to graduate school.

Fermilab's Education Office supports programming for educators, families, young people and the general public. Our programs provide avenues for technical staff to engage these audiences with Fermilab's science and technology. Themes include scientific discovery, practical applications, and scientific and engineering practices. Because the next generation STEM workforce is in school today, educator programs must strengthen teaching and learning in science, technology, engineering and mathematics. Our programs are a catalyst for change and a resource to schools and districts nationwide.

The “Evolution of the Automobile” teacher is part of the Fermilab ARISE Project.

ARISE is an ambitious program designed to help teachers make a significant change in the way they teach high school science. It requires a team of teachers with expertise in different disciplines working together, perhaps for the first time, on a project to incorporate all the disciplines into a coherent science program. This may be diametrically opposed to what high school science teachers who are content specialists are used to doing. It also requires a serious review of instructional practices for teachers who may rely heavily on lectures and "cookbook" labs.

Let’s look closer at an automobile (car).

From various site on the Internet I find that cars can contain: iron, aluminum, steel, glass, various types of rubber, petroleum products, copper, steel, aluminum, fiberglass, carbon, wood, foam, leather, chrome plate, many types of plastic, rubber, glass, paint and copper Kevlar, plastic and sometimes a mixture of all of those as the bare basics. Steel is an alloy ( a material composed of two or more metals or a metal and a nonmetal)of iron with about 1 percent carbon. Sometimes steel has other elements.

Also, the chemical and other components tires consist of: “rubber (natural rubber, styrene-butadiene rubber, polybutadiene rubber and butyl rubber), carbon black, silica, resin antioxidants, paraffin, waxes, adhesion promoters, cobalt salts, brass, resin, sulfur, oils, tackifiers, peptizers, softeners, cotton, aramid fiber, steel fabric, rayon, polyester, fiberglass, zinc oxide, silica dioxide, lime, ferrix oxide, sulfate ions, titanium oxide, magnesium oxide, sodium oxide, potassium oxide, aluminum oxide, zinc, copper, barium, chromium, nickel, strontium and vanadium .

I’d love to see a TBE make a tire even without a blindfold!

As for the phylogeny of an automobile, well take a look:

Creative writing classes should take on the task of stories about how cars came about without Intelligent Design!!!

The "landmark" study is superficial (at best) as far as evolution goes!!!!

See BWAH HAH HAH HAAAA! for more belly busting True Believers in Evolutionism (TBEs) exposés!