Evolution and creation are worldviews or paradigms
by: Mark Stewart, Greenfield, OH
Letter to the Editor of the Columbus Dispatch (not published)
Submitted January 26, 2002
To the Editor of the Columbus Dispatch:
Once again the liberal media is able make explicit their view with their editorializing in "Science and religion" Jan.22, 2002 newspaper. They apparently honestly believe if they say it often enough, the masses will follow along blindly with their propagandizing. Let's set the record straight and hope the Dispatch will get it right this time.
The debate is not about science and creation, it is not about science and religion, it is about evolution, which is not a science, and creation. Evolution and creation are worldviews or paradigms. They are two different philosophical views about how to look at the facts of science and are interpreted as such.
Either both evolution and creation should be taught in the public schools, or neither. Science may preclude the supernatural, but evolution does not, and because of this, science will always be unable to explain the origins of singularities such as the origin of the universe, the earth, and life itself. And if just science is presented in the classrooms, then all of the facts should be presented, not just those that support one paradigm.
There is no ridicule the state will face when dealing just with the facts of science. All the facts. If evolution is to be considered, and I'm not saying that it shouldn't be; perhaps understanding the perspectives of evolution and the facts of science should be considered.
All I am saying here is that creation should then be equally considered, based on those same facts of science. And again that should include all the facts. After all, the best way for students to inform themselves are to analyze the positions of those regarded as experts and well studied on the issues. To have a good grasp of your own viewpoint you must understand the arguments of those with whom you disagree. It has been said that those who do not completely understand their adversary's point of view do not fully understand their own. The students will have a deeper understanding of the issues debated and will appreciate the complexity of even seemingly simple issues.