@orathaic, the fact that microbiology continues to present puzzles to us, puzzles that are beyond current technology to completely decipher - and is far more complex than a two body gravitational problem - is certainly a given. Indeed, I understand that even a three body gravitational problem (such as a three star system) is darn near impossible to completely get our brains/computers around... the interactions become seemingly "chaotic" - but really, our failure in dependably predicting motion in a three body problem is more the fault of insufficient technology... as is the case with some micro-biological issues, no doubt. I understood that not only was I switching evolution to gravity (the latter being *far* less "controversial") but that I was simplifying things quite a bit. I'm not sure of your point there, though. Please explain. These gaps in our knowledge, though present, are not exactly effective refutations of the overall theory of evolution - any more than the fact that we can't see individual electrons in real time is a refutation of quantum mechanics. Both theories have very strong predictive power. One needn't know the entire contents of a black box in order to accurately describe and understand and predict the behavior of the black box (or black bird, if you will) given innumerable observations and a basic understanding of the major components of said box... or bird. Darwin understood natural selection and Mendel understood inheritance without either of them knowing about DNA specifically.
I definitely agree that education is the key... but then, one should not fault the education *system* in isolation - arguably kids learn as much or possibly more (and, importantly, earlier) from their parents and peers and popular culture... and often, especially here in America, parents, peers and pop culture are often lined up against science (as evil, ungodly, mechanistic, boring, partisan, socialistic, etc.). I am training currently to be a teacher in a conservative area in California - and my master teacher straight out told me to soft-pedal evolution because if I didn't, the school board would kick me out in a hot second and could hurt her career. She knew of a couple teachers who lost jobs over it (not officially - but it was the clear underlying reason). So - my point is that there are limits to what the education system can do on its own. And yes, I still taught evolution - but it had to be done very carefully at some points... certain hot buttons were avoided (though I lead students to get there, more or less, on their own).
And yes, without a strong set of evidence behind it, evolution or any theory presented in school can look no more convincing than what the student's pastor told them. That is, of course, why school teaching (and parental teaching, and any teaching) should be more about how to think and the values of evidence and logic then it should be about simple facts to be memorized. Of course.
I'm familiar with "Last Thursdayism" and find it rather endlessly amusing (as an illustration of the absurdities that Creationists ask us to believe).
Yes, agreed that Creationism is testable - and has been falsified as a theory. Of course Intelligent Design is the retreat position - and, in its purest form (of an uninvolved God who simply started the universe and hasn't participated since) is, of course, untestable... and thus, likely to persist. Of course in this weaker form, it is also far less dogmatic and dangerous... as you're not going to get as much religious/political ferver up about an uninvolved god of non-specific form and function as you are the rather moody and ruthless character found in the Bible, for example. ...and, thankfully (I say as a scientist), this retreat position also puts it squarely outside the science classroom - though people still need to be educated on the logic of that position.