Teach Them Side-by-side

Those four key practices are; identifying science principles, using science principles, scientific inquiry, reflection and social implications. Let us focus on scientific inquiry. In studying evolution, a student can take the theory and expand on it through their private studies using the scientific formulas they learned. They can then take the theory of intelligent design and do the same with it. At the end of the study, they can compare their research and findings and create their own conclusions. This will help them develop their skills in the area of reflection and social implications; and possibly produce better informed future scientists. Students will leave the science classroom more equipped with a well rounded view of the scientific world.

I looked up what exactly it is our students are learning in relation to the theory of evolution. The specifics that our children are learning are basically the elements of the theory which have been tried, tested, evaluated, and verified. They are also elements that have improved scientific research. There is no harm in regards to the faith question that anti-evolutionists keep raising. Furthermore, the theory of intelligent design does not hold any evidence that would hurt the theories of the ant-religionist evolutionists.

Let us move on to the religion issues involved with these two theories. Most American High schools do not offer any type of religion based classes in their curriculum. In my personal opinion, I think it would greatly impact the future of our nation if these kinds of classes were offered. Not to promote faith in the classroom, but to promote gaining un-biased information on all religions, and the understanding of other people’s beliefs. This would bridge the huge gap between the citizens of our country and our world.

Religion can be broken into two basic groups; nontheistic (absence of a greater power) and theistic (existence of a greater power or powers). There are many sub-categories of each, but for sake of argument, let us focus on these two greater categories. Many studies and research have already been published on the many forms of theistic beliefs, so I will assume you have a general understanding. Nontheistic beliefs, however, are not talked about as much. The people, who follow such ideals, are extremely varied in their basic beliefs systems; some are considered atheists, agnostics, mystics, or evolutionist (as I am trying to enlighten my readers of their own religion).

Evolutionism, and the strict obedience to science, could be offered as a sub-category to the study of nontheistic belief systems. They rely on scientific facts rather than faith in any greater form. They fight for their belief system by opposing any doctrine or research that tries to prove the existence of a deity or creator. They gather together in their churches (laboratories and press release rooms) to gain a better understanding, and share their wisdom, of the world around them and how they relate to it. They adhere to the laws of physics and biology as their dogma, and condemn anyone who is opposing their beliefs.
Offering these two theories together in the classroom will benefit more than hinder our students’ education on a whole. When used together, they will provide an open atmosphere for critical thinking and analysis to develop in the students’ minds. Taught together, they will bridge a gap that has been widening for decades. They will help foster creative and individual thinking in our students. The war has gone on long enough; let us put an end to it once and for all.