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Editorial

God and Darwin

Monday, January 24, 2005; Page A14

WITH THEIR SLICK Web sites, pseudo-academic conferences and savvy public relations, the proponents of "intelligent design" -- a "theory" that challenges the validity of Darwinian evolution -- are far more sophisticated than the creationists of yore. Rather than attempt to prove that the world was created in six days, they operate simply by casting doubt on evolution, largely using the time-honored argument that intelligent life could not have come about by a random natural process and must have been the work of a single creator. They do no experiments and do not publish in recognized scientific journals. Nevertheless, this new generation of anti-evolutionists, arguing that children have a "right to question" scientific truths, has had widespread success in undermining evolutionary theory.

Perhaps partly as a result, a startling 55 percent of Americans -- and 67 percent of those who voted for President Bush -- do not, according to a recent CBS poll, believe in evolution at all. According to a recent Gallup poll, about a third of Americans believe that the Bible is literally true. Some of these believers have persuaded politicians, school boards and parents across the country to question their children's textbooks. In states as diverse as Wisconsin, South Carolina, Kansas, Montana, Arkansas and Mississippi, school boards are arguing over whether to include "intelligent design" in their curriculums. Last week, in Pennsylvania's Dover School District, an administrator read a statement to ninth-grade biology students saying that evolution is not fact. Over the objections of ninth-grade science teachers and of parents who have filed suit, he offered "intelligent design" as an alternative. Also last week, a Georgia county school board voted to appeal a judge's decision to remove stickers describing evolution as a "theory, not a fact" from school textbooks. In both cases, the anti-evolutionists have been very careful in their choice of language, eschewing mentions of God or the Bible. Nevertheless, their intent was clear. As the lawsuit filed by Dover parents states, "intelligent design is neither scientific nor a theory in the scientific sense; it is an inherently religious argument or assertion that falls outside the realm of science." Discussion of religion in a history or philosophy class is legitimate and appropriate. To teach intelligent design as science in public schools is a clear violation of the principle of separation of church and state.

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It also violates principles of common sense. In fact, the breadth and extent of the anti-evolutionary movement that has spread almost unnoticed across the country should force American politicians to think twice about how their public expressions of religious belief are beginning to affect education and science. The deeply religious nature of the United States should not be allowed to stand in the way of the thirst for knowledge or the pursuit of science. Once it does, it won't be long before the American scientific community -- which already has trouble finding enough young Americans to fill its graduate schools -- ceases to lead the world.


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