The proposal of teaching evolutionary theory, intelligent design, and creationist science in school science classes seems like a balanced and democratic approach. At first glance, it appears friendly and inclusive. However, when we dig deeper, we realize that this approach is flawed. Here’s why.
The Role of Religion in Education
Imagine if we proposed teaching all religions to our children, letting them decide which one they wanted to follow, or if they wanted to follow none at all. This might sound like a great idea because religion is a personal matter. It allows for personal choice and respects individual beliefs. However, natural sciences such as physics, chemistry, and biology are not based on personal beliefs. They are based on empirical evidence and rigorous methodologies.
The Nature of Scientific Methodologies
When a scientist publishes a scientific paper, it is not intended for school children to review. Instead, it is meant for the scientist’s peers—other experts in the same field. The peers of a natural scientist in a particular area are other natural scientists who are qualified to understand and evaluate the work. Bystanders, including the general public, are usually not qualified to comment on specialized scientific work in a meaningful way.
All branches of science must adhere to scientific methodologies. These methodologies ensure that the information produced is reliable and valid. When information comes from the scientific community, we can trust it because it follows these strict principles. Scientists conduct experiments, collect data, and analyze results in ways that can be replicated and verified by other scientists. This process ensures that scientific knowledge is robust and trustworthy.
The Caricature of Intelligent Design
Intelligent design, on the other hand, often lacks the rigorous testing and peer review that are hallmarks of scientific inquiry. It is more akin to a philosophical or theological concept rather than a scientific one. Including it in science classes alongside evolutionary theory blurs the line between science and belief. Evolutionary theory is supported by a vast amount of evidence from various fields such as genetics, paleontology, and comparative anatomy. It stands up to scrutiny and has predictive power.
The Takeaway
Non-scientists, including school children and most school teachers, are not equipped to assess scientific matters critically. We would not expect non-experts to devise ideas about the quantum theory of light that hold any scientific importance. Similarly, the theory of evolution is a complex and well-supported scientific theory that requires a deep understanding of biology and related sciences.
Teaching intelligent design or creationist science in science classes undermines the scientific literacy of students. It presents non-scientific ideas as if they were on equal footing with rigorously tested scientific theories. Science education should be based on well-established scientific principles and evidence, not on personal beliefs or untested ideas.
In summary, while the proposal to teach all three perspectives in science classes might seem democratic, it is not appropriate. Science classes should focus on teaching scientific theories that are supported by evidence and have undergone rigorous peer review. This approach ensures that students receive a proper science education that prepares them to understand and engage with the world scientifically.
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Tamer: Agree. If schools want to teach ID, then it should be done in a religion class along with other creation stories where they can be known and recognized as theological constructs, not science.