Is Creationism a science?
The preferred style of our lawmakers seems to have become to waste precious time and resources on proposed legislation that is destined to go nowhere. Whether this future spent in limbo is a result of a veto, embroiled debate or extensive lawsuits, it is still an endeavor that achieves nothing productive for the constituency, aside from pandering to its whims.
One such bill, known as Indiana Senate Bill 89, recently passed to the House of Representatives after its most recent edit, reads: “The governing body of a school corporation may offer instruction on various theories of the origin of life. The curriculum for the course must include theories from multiple religions, which may include, but is not limited to, Christianity, Judaism, Islam, Hinduism, Buddhism and Scientology.”
While it is fantastic that our legislators are showing concern for the education system outside of finances, there are many issues with this bill, the first being that it is a waste of time and taxpayer resources.
Again, expressing concern over the education system is a good thing, but taking a step backwards and completely disregarding the now infamous “Scopes Monkey Trial,” which led to evolution being allowed, not required, to be taught in schools, is not the right direction. Our children should be able to learn a wide variety of theories and scientific methods to give them a strong educational base. But this move would open schools to the teaching of religious ideals alongside scientifically established and supported theories, which would lead to lengthy lawsuits and a general waste of resources.
Furthermore, the language of this bill demonstrates just how poorly our representatives grasp the concepts of “origin of life” and “evolution.” Contrary to Bill 89, evolution theory does not directly explain the origin of life, but it is an observed science that shows life’s progression. Teaching these alongside each other is misleading, as world religions should be taught in a religion or world culture course, not in a science course. If we are indeed committed to providing the youth of our communities the best education possible, why are we treating science and religion as one and the same?
That is perhaps the largest issue with this proposed legislation: It allows school districts to teach religious ideals alongside established science, if they so choose. While learning about various religions in a culture course is a very strong ground for education, this sort of education belongs in private, religious-funded schools or in places of worship. Religious education of this degree of specificity should be handled by the church, while essential science, mathematics and other basic education belong in public schools.
Parents, priests, deacons, rabbis and those holding all other denominational titles should hold themselves responsible for teaching their children about their chosen faith. The key word in that sentence is “chosen.” Forcing religious ideals into the general curricula of public schools will do nothing to further those ideals, at least not in a positive light. The best outcome of this bill is its death in the committee system of the House, but what seems far more likely that this unconstitutional bill will draw the ire and lawsuits of the ACLU and other groups.
By flying in the face of the Constitution, this bill demonstrates a very wide range of ignorance within our legislature. Have they not recently read the Constitution? If a school should take advantage of this bill, then it is destined to lose federal assistance, which will result in failed education for students and lost jobs for teachers. In a time when the education system has already experienced a great tumult as a result of previous legislative changes, why push this bill now? This legislation is a waste of everyone’s time and valuable tax dollars that could be better spent elsewhere.
