I was listening to NPR the other morning as they aired a feature on a struggling public school in Baltimore. They had their tape recorders in a biology class as the teacher tried to reconcile the upcoming lesson on Darwinian evolution with the Creationist convictions of some of her students. The lecture included this:
"You've got your area of faith. You've got the things your parents have taught you, your church has taught you. And all those things are good. But because we're in a science class, science is not based on faith. Science is based on fact. But I'm not saying this is right or wrong. All I'm telling you is this is on your [test]."
This is not a good approach. It sets up a false dichotomy between faith and fact, religion and science. In reality, it is a matter of faith, not fact, to believe that life could have arisen by purely material processes. and it is a matter of fact, not faith, that no one has been able to figure out how life could have ever originated as a consequence of the action of chance and physical forces.
What the teacher should have said, if she wanted to avoid controversy, is that "what we are going to be studying in class is the consensus view among scientists about how life arose. There are problems with this view and there are some scientists who think it is wrong. What we will not do is take a formal position on the question of whether or not the origin of life and the diversification of life required the input of an intelligent agent. We leave that question open. Our focus wil instead be on the physical evidence, both in support of the consensus view and against it, and allow you to draw your own conclusions about the philosophical questions. If the philosophical questions interest you, and they should, feel free to share your thoughts with the class."
That would have piqued the interest of at least some of her students, but, unfortunately, too many teachers know too little about this controversy to address it fairly, accurately and interestingly with their students.
RLC
