Regarding the Aug. 10 article, “Marysville on edge over new biology teacher”: The Marysville School District’s reassignment of teacher Roger DeHart reveals the evolutionary bias in the public school system. Intelligent design is not creationist crack-pot-ology but the scientific recognition that nature exhibits amazing complexity and order.
For example, science has determined that hundreds of parameters of the universe, our solar system, and Earth must be fine-tuned beyond comprehension for life to be possible. This is not what one would expect from the chance and mindless process of evolution. Rather, it points to an intelligent designer.
In the 1987 U.S. Supreme Court ruling on the Louisiana Balanced Treatment Act, the court commented that “teaching a variety of scientific theories about the origins of humankind to school children might be validly done with the clear secular intent of enhancing the effectiveness of science education.” The litmus test is that theories must be scientific concepts that are based on scientific facts. Not only does intelligent design theory meet these guidelines but, if properly taught, it is theologically neutral. It points to the evidence of design and ignores the issue of what is responsible for that design.
Unfortunately, the kids are the ones who suffer. Rather than encouraging young people to explore the issues of who they are, where they came from, and whether they have a purpose, the public school system stifles discussion. Worse yet, the public school system allows only one answer: we are the chance product of a purely natural process. It is little wonder then why many kids are confused and engage in the destructive behaviors they do. While public schools are not the place to promote a religious agenda, it is important that kids be given a choice on the question of origins. Intelligent design would be an excellent first step.
Everett
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