This week, we asked our parent panelists: The state board of
education in Kansas is now considering whether nonscientific theories
about the origins of human life should be taught alongside the
scientific theories of evolution. What benefit do you see for public
school classrooms to include alternative theories about how humans
were created?
Although the media and some scientists like to mischaracterize it,
the intelligent design movement and the Kansas discussion are not
about teaching creationism, the Bible, religion or any
"nonscientific" theories. The purpose of the movement, which is
secular, not religious, is to allow for the full range of science to
be discussed and for students to have access to all current
scientific evidence which explains how life began.
Currently, the theory of evolution is the only permitted theory.
But there are many competing scientific interpretations of evidence.
Just because some think that these theories may have religious
implications, they should not be ignored or ridiculed and excluded
from science classrooms.
Denying our students the right to this information is censorship.
If it leads them to the conclusion that there is a creator, so be it.
Let them decide.
Academic freedom calls for students to learn about scientific
challenges to the Darwinian account. Students given the freedom to
examine alternative scientific evidence and ideas and to test,
modify, verify or refute all scientific theories will greatly refine
their critical-thinking skills.
We want our students to excel academically, but not to be told
only one side of the story. The stimulating debate might inspire some
to become scientists which the United States greatly needs.
New information, especially about DNA and cell structure, supports
life's complexity and the possibility of a designer. More than a few
scientists are critical of Darwin and other evolutionists, such as
Stanley Miller whose famous experiment suggested life evolved from
chemicals. Scientists also disagree about the fossil record, peppered
moth doctrine, dating methods, macroevolution, the law of entropy and
the Big Bang, to name a few.
Those opposed to allowing the introduction of this scientific
information in public schools are nervous. But if their theories are
true and can withstand open examination by our students, then they
have nothing to worry about.
* WENDY LEECE is a Costa Mesa parent, former school board member
and member of the city's parks and recreation commission.
