Teach Them Side-by-side

The debate has been ongoing for decades. Religious leaders want their views taught (Creationism or Intelligent Design), and anti-religious scientists want their views taught (Darwinism or Evolution). Who is right? Who is wrong? Can we not both agree to be partly wrong, and at the same time partly right? In my opinion, students should be offered all of the information available on both sides of any disagreement, and be allowed to come to their own conclusions. These two basic theories should be taught along side of each other in our nation’s Science classrooms; with neither of them being considered fully accurate. These two perspectives should also be offered in juxtaposition within Religion/Philosophy classes.

The battle lines have been drawn, sides have been taken, and opposers have been chosen. Whose interests are each side looking out for; the students’ education, or their own belief systems? Evolutionists refuse to accept any scientific evidence related to a creator in fear of their beliefs being proven wrong. Religionists refuse any scientific evidence that cause doubt of the existence of the creator they put their faith in. The students are left with wide gaps between science and religion; with one always trying to prove the other wrong, but no one proving himself to be right beyond a shadow of doubt. It is time to put this war behind us, and begin to put the students’ education as our top priority. Wernher von Braun, a pioneer rocket scientists, said it clearly, “I find it as difficult to understand a scientist who does not acknowledge the presence of a superior rationality behind the existence of the universe as it is to comprehend a theologian who would deny the advances of science.” (B & L Publications, 2007) The two must come together.

The purpose and goal of Michigan’s Science expectations is not for students to obtain facts pertaining to specific scientific information. Instead, it is to prepare students for “successful post-secondary engagement”. (Michgan Department of Education, 2006) The standards are broken down into categories, with the desired outcome to be “Students who have useful and connected knowledge should be able to apply knowledge in new situations; to solve problems by generating new ideas; to make connections among what they read and hear in class, the world around them, and the future; and through their work, to develop leadership qualities while still in high school. In particular, high school graduates with useful and connected knowledge are able to engage in four key practices of science literacy.” (Michgan Department of Education, 2006)