Kim Teodecki
Staff Writer

Kim Mug

Americans live in a society where scientific theories are forced into subjection rather than ideological or religious belief. When inquiring creationism and how or when the earth was created and whether or not humans evolved from a primordial ‘soup,’ there is not enough scientific factual evidence to prove that there is or ever was a Big Bang, or that humans actually transformed that exponentially over time. In a way, evolution is the religion of science, and it is unfair that other religions are forced out of the public school setting when evolution is forced upon all students.

Today, schools are forced to preach evolution in public settings in a futile attempt to justify a need to know how and why the human race exists. Why is this theory, this idea, accepted and held to national standards when religious beliefs, those that have existed for thousands of years rejected and chastised?

National holidays are recognized and derive from religious purpose, yet these iconic occasions are not able to be taught in public school settings without ridiculous controversy about what is or is not appropriate to expose to students. It is unfair to the religious community to force their children to agree with an idea that is more widely accepted by the scientific community when the children of the scientific realm are ‘shielded’ away from any religious idea at all.

No, there is no concrete proof that any God breathed life into a man that he created out of the dust of the ground; none except for the billions of humans that walk the earth today. There is also no proof that a giant mass of ‘nothing’ collided with another mass of ‘nothing’ and suddenly ‘something’ appeared. Students should not be forced to study or learn about an idea that is not based on an absolute truth. Creationism is not taught in literature classes, so evolution should not be taught in science classes.

When thinking about where we came from, and where our spirits may go after our bodies die, many would agree that it is better to live believing that there is a God and that we are here for a reason and die only to find that theres not, than to live refuting any God and die to find that there is. Technological advances have supported the belief that people do not just die as plants do, but they have a soul, a spirit that leaves their fleshy body and dwells elsewhere. If this is true, then the human race has a purpose. We were strategically created and placed in the exact location in which we thrive. Colliding subatomic particles would not have been able to create spirits and souls within organic matter.

There is proof that societies and even biological advances change the bodies and environments of living species. The act of evolving can be proven. However, the idea of evolution and natural selection is just that; a theory devised by a man hundreds of years ago that may or may not have any relevance to life as we know it. If his beliefs and ideas are forced upon students who otherwise do not know where to search for any truth, why then should any other religion not be forced upon them as well?

Adolescents need to be presented with all beliefs and ideas, and should have the option to believe and follow whichever they so choose. School systems should not be forced to preach evolution in any class, rather approach creationism in an unbiased manner, presenting information to students and stressing the fact that none have been proven and that certain groups of people believe in different beginnings.


By Karl Schneider
Managing Editor

Truth is not a democracy. We learned this when Eratosthenes dutifully created his experiment in which he proved the Earth to be round. How is it then, that scientific evidence in favor of evolution is intentionally ignored for a faith-based view proclaiming Creationism to be truth?

Biological scientists look at observed facts and evidence produced from well devised and repeatable experiments, submit their findings for peer-review and come to conclusions based on this rigorous process. Creationists, on the other hand, see the conclusion (homosapiens), then try to formulate their facts using a single source (the Bible), which has not been subject to peer-review.

Nothing boils my blood more than hearing the argument, “Well, evolution is just a theory.” A scientific theory is knowledge which comes only after an idea or hypothesis is repeatedly observed through thorough testing. When you crumple this newspaper up and throw it out in disgust, it will only fall towards the ground because of the theory of gravitation.

Enough of the pedantic rambling, let us move on to the real issue here. Teaching something as unsubstantiated as Creationism in our nation’s schools is downright frightful. An educator’s responsibility lies in the dissemination of knowledge and truth. It is a disservice to the futures of these young minds and the future of this nation to force such absurdities upon the young’s malleable minds.

Creationism teaches of an Earth formed less than 10,000 years ago, when there is bountiful hard evidence of a much older planet. The general idea of Creationism is a strict adherence to the book of Genesis and interprets the passages found there to be historically accurate. This is like trying to fit the square peg into the round hole; one only needs a hammer and a loud scream of frustration to make it work.

The idea of replacing evolutionary theory with creationism in a school’s curriculum and in textbooks is depriving each child with valuable information about the world in which they live. If we look back in history, back before Eratosthenes, we find it hard to believe people could actually believe things such as the world is flat, or the Earth is the center of the universe. To us these people seem ill-equipped and woefully uninformed. We cannot let this happen to our societies today. By inhibiting this information, we are inhibiting younger generation’s knowledge base, essentially leaving them in the dark.

If parents want their children raised to believe in an omnipotent creator who has made this universe what it is, by all means do so. Each and every city in this country has churches, priests and bible study groups which will all agree with this idea. It is a catastrophe and a blemish upon the pursuit of knowledge to let these faith-based claims into the classroom. The classroom is the correct place for intellectual advancement, not for preaching faith.