There have been some news reports over the past week about teaching evolution, creation, and intelligent design in Kansas. While a contentious educational issue, I have no problem with them being taught side-by-side.
I believe in God, but I also believe in evolution. I believe dinosaurs once roamed the Earth, and most ideas of creationism (i.e. The Book of Genesis) are symbolic. Intelligent design is a newer idea that some people call Creation 2.0 – kind of like a secular version of Creationism. Stangely, after seeing The Hitchhiker’s Guide to the Galaxy, I suppose that could be a case of intelligent design. Maybe mice really are avatars of pan-dimensional, hypergalactic beings, Earth was designed by Deep Thought and built by Magrathea. Maybe the answer to Life, the Universe, and Everything really is 42. Do I believe that? No. Is it possible? Yes. Similarly with creation, do I believe it? No. Is it possible? Yes.
When I was going through grade school, I was taught the difference between hypothesis, theory, and law. A hypothesis is basically an idea. It might be conjecture, but it might be based on an observation, and is usually the basis for running experiments to prove or disprove. A theory is something that has been shown to be true in a wider set of circumstances, but has not been proven to be definitively true or false. A law (physical, as opposed to legal) has been proven to be definitively true in all experiments, like the laws of inertia, or the laws of gravity.
Evolution, creationism, and intelligent design are all theories. They have not been proven true to the satisfaction of 100% of the people, although each is believed to be true by large numbers of people. I have no problem with each theory discussed and compared in classes, though it best to let the individual draw their own conclusions, without having one crammed down their throats. At the most basic level of science education, I don’t think it matters much one way or the other what a person believes. Creation isn’t going to tell a student whether a rock sample is igneous, sedimentary, or metamorphic. Likewise, evolution isn’t going to provide an explanation for evapotransporation. Intelligent design, as far as I know, isn’t going to help a student distinguish a femur from a tibia.
I am not going to debate one idea vs. the other. I think science has come up with a lot reasonable explanations for the world around us (reasonable to me, at least). But I also believe science hasn’t explained everything. I can reconcile God and evolution, and still believe in both, and I think students can be taught the theories and determine what they believe is true. I belive it’s called critical thinking, and as far as I know, that’s still taught in school.