Evolution Shouldn't Be Sole Theory Taught

Platform, by David L. Snyder

Everyone agrees, science education is a wonderful thing. We prize it. We grow from it as it equips us with knowledge and tools for understanding and living life. But to be really beneficial and effective, science education must always prize the truth.

Simply put, science is the body of accurate information that informs us about how the universe works. Science education is comprehension and working knowledge of this accurate (truthful) information. Truth is indispensable in any endeavor of science, and following wherever that truth leads should be intrinsic to a quality science education.

That brings us to our current dilemma in Ohio. Contemporary Darwinian evolution is set to be endowed with the stature of unassailable "factuality" in new Ohio state science standards (benchmarks and indicators) drafted for grade 10 studies in biological origins. If approved by the 19-member State Board of Education in Ohio (S.B.E.), students for the foreseeable future will be taught and tested on the presumption that Darwinian evolution is a settled scientific fact. Darwin's theory will be presented as the single exclusive scientific framework through which all biological origins and life sciences are to be understood. The April 2002 draft from the Ohio S.B.E. Writing Team concludes Darwinian theory accurately and sufficiently explains the chemical and biological mechanisms pertaining to the origin and complexity of life.

This new strident approach would essentially codify Darwinian evolution once and for all, leaving no room for critique. If this happens, teachers and students will not be privy to discuss or comprehend other scientific views and evidences that might not agree with the Darwinian framework.

But what if there is solid scientific evidence that current natural explanations and theories cannot by any known natural causes (over any span of time) account for the appearance, complexity and diversity of life? What if mountains of chemical and biological evidences demonstrate Darwinian theory is incapable of the origination of information and design required for life to form and diversify as it so obviously has? Should this information be censored from Ohio students? Or should teachers and students be free to discuss, present and comprehend with clarity and objectivity the controversy and scientific evidences that may not fit the narrow 150-year-old Darwinian hypothesis of naturalism?

If the April Ohio S.B.E.-proposed draft is approved by the 19-member board, indoctrination based chiefly on a narrow naturalistic world view will be the official status of science education in Ohio, rather than education of the truth from a wide range of contemporary science evidence. We believe this is unacceptable.

Modifications to the wording of the April standards as proposed by the citizens group Science Excellence for All Ohioans (SEAO at www.sciohio.org) should be adopted that would provide the following: Clarity - disclosure of the controversy to students over which part of Darwin's claims are empirical, scientific fact and which parts remain scientifically unproved. Objectivity - allow (not mandate) discussion of ALL the evidence and all the historical and scientific views about origins without a monopolistic filter screening out evidence unfavorable to Darwinian theory.

Neutrality - a scientific view that might lead to the inference of "intelligent design" should be afforded the same freedom of consideration and discussion as a view that infers "no designer" was needed or present in the beginning - or since. Freedom - for faculty and students to teach, explore, discuss and comprehend biological origins from various scientific viewpoints without fear of lawsuit or intimidation.

Such modifications would not ban the teaching of evolution but would allow a wide range of scientific discussion. This would be in keeping with the 1987 Edwards vs. Aguillard Supreme Court decision that encouraged teaching of "all scientific theories about origins." It would also put Ohio in compliance with H.R.1 signed into law by President Bush in January 2002 which stated that students are entitled to learn that "there are differing scientific views on issues such as biological origins."

The current controversy is not about bringing creationism, the Bible or religion back into the schools, but rather whether we will re-establish freedom to know and present the whole scientific truth about biological origins in Ohio classrooms. We should prize the truth. We should avoid misinformation. Ohio's children deserve no less.

The Ohio S.B.E and Governor Taft need to hear your input in June as they make their decisions on what will be included in new state science standards.

David L. Snyder is director of Ohio Valley Creation Education Association, 804 Virginia St., Beverly.