Religion & American Law

            In an article from Jan. 26, 2012, ABC news reported that the Indiana Senate passed a bill allowing creationism to be taught in schools. Fox news reportedon the same issue, emphasizing that it involves creation stories from many religions, including Christianity, Judaism, Islam, Hinduism, Buddhism and Scientology.  According to the ABC news report, the chair of the Senate Education Committee believes this bill will “ultimately end up in the courts” and is “a waste of time and resources.”  The bill is awaiting a decision in the Indiana House of Representatives.

            Like other creationism and public school cases, Indiana is attempting to include religious creation stories in science classrooms. However, the legal issue in this case does not necessarily involve promoting one specific religion over another, or even promoting a religious standpoint over a non-religious. The legal issue at stake is that this bill allows creation stories to be included in natural science courses.

            This bill presents a fascinating shift in the creationism in public schools debate. The legal issue here is different than the historical concern of teaching the Genesis creation accounts alongside theories of evolution. An inherent part of this legal debate is a promotion of these creation accounts over those of other religions. Rather, this bill begs the question of the ideological nature of scientific theories. That is, should creation stories be presented alongside scientifically founded theories in public schools?

            Religious creation stories do not have a place in a science classroom. They are not scientifically founded or supported. Although I believe it is positive to expose students to many different creation stories, this curriculum belongs in a Religious Studies course, not in one on natural science. Although it may be argued that evolution is only a theory, it is a scientifically founded and supported theory. Like the theory of gravity, it is central to an understanding of modern scientific thinking.

            Students would benefit greatly from an awareness of the creation stories of the religions of the world. However, creation stories should not legally be able to be taught in science classrooms. They are simply of a different category of thinking, and belong in different environments. Students will ideologically benefit from separating scientific theories from religious and cultural beliefs.