Science does not base theories on an untestable collection of dogmatic proposals. Instead, the processes of science are characterized by asking questions, proposing hypotheses, and designing empirical models and conceptual frameworks for research about natural events. Providing a rational, coherent and scientific account of the taxonomic history and diversity of organisms requires inclusion of the mechanisms and principles of evolution. Similarly, effective teaching of cellular and molecular biology requires inclusion of evolution. Specific textbook chapters on evolution should be included in biology curricula, and evolution should be a recurrent theme throughout biology textbooks and courses.
Students can maintain their religious beliefs and learn the scientific foundations of evolution.
Teachers should respect diverse beliefs, but contrasting science with religion, such as belief in creationism, is not a role of science. Science teachers can, and often do, hold devout religious beliefs, accept evolution as a valid scientific theory, and teach the theory's mechanisms and principles. Science and religion differ in significant ways that make it inappropriate to teach any of the different religious beliefs in the science classroom. Opposition to teaching evolution reflects confusion about the nature and processes of science. Teachers can, and should, stand firm and teach good science with the acknowledged support of the courts.