There’s a big difference between religious beliefs and scientific facts. One is based on faith; the other is based on rigorous investigation of the world around us. Both have their place in human thought. But one should not be confused with the other.
It is fine to have a “Biblically Correct” tour of Denver’s Museum of Nature and Science if you want your children to learn a specific set of religious beliefs. It is not OK to teach someone’s description of “biblically correct” material in public schools. And that is the crux of the debate about teaching the religious belief of creation alongside the scientific facts of evolution in America’s public schools.
While we often tiptoe around what some call “intelligent design,” we should be clear about what this really means. Intelligent design is not science; it is religion. There is plenty of room to include the concept of a higher power guiding the development of our universe and the life within it, but we should understand that this is religious belief, not scientific fact. Science does not deny religion, but religion is not science.
Evolution is based in science. To deny that life evolves is to deny the clear evidence before us. We know, for example, that the HIV/AIDS and flu viruses mutate and evolve rapidly, staying ahead of our ability to concoct vaccines and treatments to fight them. Fossil records show us how creatures and plants have evolved over billions of years, adapting to changing weather and environmental conditions. Evolution is simply the change that takes place in countless organisms, large and small, to enable them to adapt and survive in an ever-changing universe.
The debate becomes particularly important when it moves to the public schools. Our children must learn about scientific methods. They must learn scientific facts. They must learn that rigorous investigation is essential to expanding knowledge, to understanding our world, to improving our lives.
Those who say that evolution is merely a theory ignore its scientific basis. They claim there are gaps in the evolutionary chain, so therefore evolution cannot be proven. That is like saying that because there are gaps in our knowledge of medicine and the functioning of the human body, we should ignore huge advances in medical care. To deny the scientific knowledge we have gained over the centuries is to set humankind back thousands of years. We cannot afford to let that happen to our children.
After all, it is this human ability to build on existing knowledge, yet to question everything, that leads us to discover the next giant oil field, to understand why Vioxx relieves pain in most users but may be deadly to others. It is what will enable us to adapt to yet another era of massive climate change and to feed the Earth’s growing population. It drives us to understand the origins of the universe, that we might better comprehend the forces of physical, chemical and biological change today. To deny our children the scientific background to learn and understand our universe and ourselves is to cheat the next generation of the opportunity to make great advances in knowledge that could benefit everyone.
Across the country, efforts are constantly being made, sometimes successfully, to impose religious teachings in the public school curriculum. Supporters argue that “creationism” should be taught alongside evolution in biology classes because, after all, both are just theories. But we should not forget that the idea of creation is religion and the concept of evolution is science.
Many great scientists are also deeply religious. To them, religion helps explain the complexities and vagaries of science. But it doesn’t replace the need for a vigorous and ever-questioning study of our world and our lives. To teach children to question science is the basis of scientific learning. But to teach them that science is a lie is to deny them the opportunity to make the next great stride in knowledge. We cannot allow that to happen in America’s public schools.
Gail Schoettler (gailschoettler@email.msn.com) is a former U.S. ambassador, Colorad lieutenant governor and treasurer, Democratic nominee for governor and Douglas County school board member.
