Without sounding like I'm trying too hard to be the voice of reason here, I'd like to add my two cents to a debate that's been going on for a while. I know that nobody ever actually asks my opinion in these matters, but on this particular debate, given my rather long and somewhat dissatisfied history with the subject, I want to have a go at finding an alternative to all the squabbling.
I've been through this all before. Did God create all that we see, or some big bang way back when? The real question, though, is what the hell do we teach our kids? I think that so many of the normal folk realize that we can never truly know the answer to the first question (that is, until we die, when we can't really come back to tell everybody else), and thus, the second question becomes so much harder. Do we teach them evolutionary "theory" or do we teach them "intelligent design?"
For whatever reason, the debate has touched a nerve in the American populace (while the rest of the world looks on thinking 'what's their problem?'). I have my theories on that one, but they'll have to wait. Some people are adament: evolution is not just a theory, it's proven fact. Others hold the opposite: evolution isn't even science, but that it itself is religion, and not very good religion at that.
I've been thinking. I do that. It's a problem because it keeps me from going to sleep at night (but at least it gives you something to read). But it seems to me that the question keeps coming back to everybody's definitions of the word "religion." Really, the definitions of a lot of words - neither side of the debate speaks the same language, not really - but for now, "religion" is a good place to start. If you go by a reasonably broad definition of religion - say, a belief system involving an element of faith or trust that one can't know all the answers but looks at what they see to extrapolate the rest - then I'd say sure, evolutionary theory, creationism, intelligent design, and aliens all fit into the "religion" category. Maybe not aliens, but I suppose we can all see what we want.
I personally think that there are six major religions of the world: judaism (deifies "Jehovah"), christianity/christendom (deifies "I AM"), Islam (deifies "Allah"), Buddhism (deifies the intellect), Hinduism (has lots of deities), and atheism (deifies science and the self). There are lots of variations on that, but those are the biggies. My personal background, like many in the US, is christendom. I grew up going to a presbyterian church every week (with the few rare exceptions where I managed to beg/cajole/plead my way out of it), but at the same time, barely heard much about creation. Aside from the occasional "God created everything," I didn't hear much else from a 'christian' perspective on the matter. I learned the standard evolution model taught in new york schools. It was about high school that I started taking an interest in the subject, when I started wondering if perhaps my beloved science and my not-so beloved religion had any conflicts. For the next four years I read and studied and examined the two sides of the debate. I talked with teachers, fellow students, pastors - anybody who would listen (my poor parents had their ears questioned off, and I still remember 3am conversations with my mother on the specifics of the Genesis account, when my half-asleep father would come in begging her to come to bed).
I came to the conclusion that God had indeed created everything, but that Genesis doesn't mention "how" - science could shed light on that in the evolutionary theory. So I bopped along for awhile, happy that I'd figured it out, and then, tragedy struck - I entered college and was hit by a problem with the argument. It turns out that, due to a rather interesting logical fallacy, you can't just mesh the two arguments together like that. So, with the debate renewed, I continued to study.
I'm still not sure I've landed anywhere solid - and nobody really ever can, which is why I pretty much stepped away from the debate for about two years - but at the moment I consider myself an old-earth creationist. I don't buy into the whole "6000-year old" earth mumbo jumbo; the evidence is too overwhelming on both sides for that to be true (we all know the science, but did you know that "yom", the hebrew word for "day", can also mean "age"? it makes Genesis 1 read really differently).
I think this is where my insight might be useful. In all my searching, reading, discussing, etc, I discovered a little piece of information that could prove itself to be the solution: science needs the evolutionary theory to uphold a lot of other theories that seem to be working out just fine, which is one reason that scientists hold on to evolution so tightly - they need it, badly. However, the parts of it that they need don't really have much to do with apes or big bangs. The parts they need have a lot to do with genetics, cell biology, adaptation theory, and that sort of thing - the raw data, not the theory.
See, evolution has two parts: microevolution (survival of the fittest, called "natural selection") and macroevolution (accumulation of natural selection, genetic variation, and whatnot; and it usuall talks about apes starting to talk). This is the solution:
In schools, we need to do three things:
1) acknowledge that none of us really have the answers to life, the universe, and everything
2) remove the theories of origin from science classes and instead teach the genetics, the natural selection, and the stuff that's useful to science but that isn't terribly controversial
3) begin a manditory religion class (teaching all six major world religions, which is where we can then include theories of origins)
I think this solves a lot of problems. It acknowledges that religion is important, that it affects more than just what you do on sunday, \ that you can't just lump it into a history class (because there is so much to learn about), and it allows kids exposure to a greater amount of culture. It also clears up the issue of whether or not we evolved - nobody knows for sure. Some scientists are so sure, and some creationists are so sure, but in the end, they weren't there, and they're still just guessing. Some are guessing harder and smarter than others, but they're still just guessing. It moves the information in question into an arena that allows kids to expand their minds and think, to work through the arguments and maybe even grow a little. We can do science in science class, philosophy and religion (and therefore controversey) into their own class.
In the end, I know that whatever we do, nobody will be happy about it. Creationists usually are the sorts of people that think their kids are being corrupted by the public school system anyway, and so if worlds like "evolution" or "sex" or "homosexuals" are ever mentioned without saying "God doesn't like ___" in front of them, the parents freak out. Likewise, scientists have a rather unhealthy habit of making anyone who claims any sort of deity to be a fool unworthy to be in the presence of the wise scientist. BOTH attitudes are unhealthy, unwise, and frankly, appallingly annoying. It's time to start thinking of everybody involved, not just one side or the other.
We still have to live together, ya know.
I've been through this all before. Did God create all that we see, or some big bang way back when? The real question, though, is what the hell do we teach our kids? I think that so many of the normal folk realize that we can never truly know the answer to the first question (that is, until we die, when we can't really come back to tell everybody else), and thus, the second question becomes so much harder. Do we teach them evolutionary "theory" or do we teach them "intelligent design?"
For whatever reason, the debate has touched a nerve in the American populace (while the rest of the world looks on thinking 'what's their problem?'). I have my theories on that one, but they'll have to wait. Some people are adament: evolution is not just a theory, it's proven fact. Others hold the opposite: evolution isn't even science, but that it itself is religion, and not very good religion at that.I've been thinking. I do that. It's a problem because it keeps me from going to sleep at night (but at least it gives you something to read). But it seems to me that the question keeps coming back to everybody's definitions of the word "religion." Really, the definitions of a lot of words - neither side of the debate speaks the same language, not really - but for now, "religion" is a good place to start. If you go by a reasonably broad definition of religion - say, a belief system involving an element of faith or trust that one can't know all the answers but looks at what they see to extrapolate the rest - then I'd say sure, evolutionary theory, creationism, intelligent design, and aliens all fit into the "religion" category. Maybe not aliens, but I suppose we can all see what we want.
I personally think that there are six major religions of the world: judaism (deifies "Jehovah"), christianity/christendom (deifies "I AM"), Islam (deifies "Allah"), Buddhism (deifies the intellect), Hinduism (has lots of deities), and atheism (deifies science and the self). There are lots of variations on that, but those are the biggies. My personal background, like many in the US, is christendom. I grew up going to a presbyterian church every week (with the few rare exceptions where I managed to beg/cajole/plead my way out of it), but at the same time, barely heard much about creation. Aside from the occasional "God created everything," I didn't hear much else from a 'christian' perspective on the matter. I learned the standard evolution model taught in new york schools. It was about high school that I started taking an interest in the subject, when I started wondering if perhaps my beloved science and my not-so beloved religion had any conflicts. For the next four years I read and studied and examined the two sides of the debate. I talked with teachers, fellow students, pastors - anybody who would listen (my poor parents had their ears questioned off, and I still remember 3am conversations with my mother on the specifics of the Genesis account, when my half-asleep father would come in begging her to come to bed).
I came to the conclusion that God had indeed created everything, but that Genesis doesn't mention "how" - science could shed light on that in the evolutionary theory. So I bopped along for awhile, happy that I'd figured it out, and then, tragedy struck - I entered college and was hit by a problem with the argument. It turns out that, due to a rather interesting logical fallacy, you can't just mesh the two arguments together like that. So, with the debate renewed, I continued to study.
I'm still not sure I've landed anywhere solid - and nobody really ever can, which is why I pretty much stepped away from the debate for about two years - but at the moment I consider myself an old-earth creationist. I don't buy into the whole "6000-year old" earth mumbo jumbo; the evidence is too overwhelming on both sides for that to be true (we all know the science, but did you know that "yom", the hebrew word for "day", can also mean "age"? it makes Genesis 1 read really differently).
I think this is where my insight might be useful. In all my searching, reading, discussing, etc, I discovered a little piece of information that could prove itself to be the solution: science needs the evolutionary theory to uphold a lot of other theories that seem to be working out just fine, which is one reason that scientists hold on to evolution so tightly - they need it, badly. However, the parts of it that they need don't really have much to do with apes or big bangs. The parts they need have a lot to do with genetics, cell biology, adaptation theory, and that sort of thing - the raw data, not the theory.
See, evolution has two parts: microevolution (survival of the fittest, called "natural selection") and macroevolution (accumulation of natural selection, genetic variation, and whatnot; and it usuall talks about apes starting to talk). This is the solution:
In schools, we need to do three things:
1) acknowledge that none of us really have the answers to life, the universe, and everything
2) remove the theories of origin from science classes and instead teach the genetics, the natural selection, and the stuff that's useful to science but that isn't terribly controversial
3) begin a manditory religion class (teaching all six major world religions, which is where we can then include theories of origins)
I think this solves a lot of problems. It acknowledges that religion is important, that it affects more than just what you do on sunday, \ that you can't just lump it into a history class (because there is so much to learn about), and it allows kids exposure to a greater amount of culture. It also clears up the issue of whether or not we evolved - nobody knows for sure. Some scientists are so sure, and some creationists are so sure, but in the end, they weren't there, and they're still just guessing. Some are guessing harder and smarter than others, but they're still just guessing. It moves the information in question into an arena that allows kids to expand their minds and think, to work through the arguments and maybe even grow a little. We can do science in science class, philosophy and religion (and therefore controversey) into their own class.
In the end, I know that whatever we do, nobody will be happy about it. Creationists usually are the sorts of people that think their kids are being corrupted by the public school system anyway, and so if worlds like "evolution" or "sex" or "homosexuals" are ever mentioned without saying "God doesn't like ___" in front of them, the parents freak out. Likewise, scientists have a rather unhealthy habit of making anyone who claims any sort of deity to be a fool unworthy to be in the presence of the wise scientist. BOTH attitudes are unhealthy, unwise, and frankly, appallingly annoying. It's time to start thinking of everybody involved, not just one side or the other.
We still have to live together, ya know.

