The point of the matter is that there are two possible explanations for how everything got here. One is rooted in naturalistic philosophy, which is the evolution view, and the other is that some intelligent designer created what we see about us. When Dr. Kennedy suggests that there is evidence from the fossil record for this change, that's simply not the case. I want to get back to the validity of evolution, Terry, but can we first get Ms. Schulz's view of this, who teaches Biology. What is your sense of whether it is important or not to teach evolution in schools to children grades one through 12.
Evolution has to be taught as a science, and science demands evidence.
We cannot deal with any ideas that are based on a belief system, and, therefore, the teaching of creationism does not fit that model of what real science is. This booklet that has been produced by the National Academy I think has done a lot to enhance the teacher's position and to support the teacher by providing the prestige of the Academy and the support of the scientific community in that we are teaching science and evolution as a process and as an inquiry. It's not as clear as it needs to be for students. That sort of thing is also called evolution and it's all usually or often presented as a package deal. So creationists have a large reservation about the scale of the changes that the evidence in nature supports, and certainly supports strongly.