Careful What You Wish For

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If scientists think they're convincing people about evolution by insisting that it alone be taught, they're wrong.

Conversely, having schools teach theories other than evolution may undermine their popularity, not enhance them--if the scientific community changes its attitude and strategy.

Those who believe in serious science should say to those in the religious community: OK, we will teach the most commonly held views on human origin. The most commonly held theories are evolution, ID, and the biblical view. All should be subjected to equal scientific rigor.

Yes, we should assess the complexity of the eye to see if random mutations and natural selection alone might have explained it. But we should also study the scientific evidence for and against the idea that the earth is 6,000 years old, as some creationists claim. Yes, we should study the gaps in the evolutionary chain--but we should also take a hard, scientific look at the evidence for woman springing forth from man's rib.

Some have suggested as a compromise that ID and creationism be taught in social studies courses as comparative religious theories. I disagree. If religious conservatives want religious theories in science classes, they need to be willing to have them subjected to scientific scrutiny. If they're taught in social studies classes, they will be taught as all equally valid.

One thing traditionalists will have to do, however, is agree to dispense with what has become a new conservative moral relativism. In effect, they've been arguing that, hey, they're all theories. One's just as good as another. That sounds like the relativism for which conservatives have long been (appropriately, in my view) criticizing liberals.

When science teachers assess evolution, ID, and creationism, they should absolutely weigh heavily the fact that most scientists have studied evolution and found it to be about as certain as the idea that the earth orbits around the sun, while still offering the minority viewpoints that find Darwinism lacking.

Both sides in the debate seem to assume that "teaching a subject" means propagandizing for it. I suppose bad teachers do that. But good teachers--of anything--lay out the assertion and subject it to analysis.

ID opponents are right to be concerned about how intelligent design would likely be taught--because the real agenda for many nonscientist ID proponents is to discredit evolution so much that it leaves only the biblical view standing. Instead of putting up the barricades for Darwin, the scientific community should declare defeat in terms of their educational effectiveness. Then, they should take the lead in developing a scientifically rigorous curriculum that assesses all three theories.

Of course this will force creation advocates to confront a different issue: Do you really want an intensive exploration of the scientific validity of the Bible? Or is there actually an argument that those issues are better left for discussion in Sunday schools and at home?

For those whose faith does not depend on biblical inerrancy, this approach will pose no threat. Having kids conclude that some parts of the Bible shouldn't be taken as literal fact will not undercut their faith.

But for those who do believe in the Bible as guide not only for faith and morals but also for history and science, the effort to put intelligent design in the schools--and the related idea of teaching about creationism that ought to come with it--could be a real threat.