Years of intensive geological, biological and other scientific studies have provided the most acceptable explanations of the origin and development of the earth and life on the earth. The theory of evolution has the general consensus of the scientific community because it integrates and clarifies many otherwise isolated scientific facts, principles and concepts in a manner which is consistent with known evidence and 3. Like any scientific theory, evolution remains subject to modification and revision as new evidence is discovered. Therefore, evolution should never be presented to students as absolute fact. Good teaching dictates that students be reminded of the tentative nature of conclusions resulting from scientific inquiry.
Science can only answer certain kinds of questions.
If questions are posed outside of the scientific domain, then other disciplines must be employed but not in the guise of science. Science is not superior in explanatory power to religion . . . only different. Educators should be certain that science is not asked to deal with ideas which are beyond its domain and processes. If attempts are made to force all knowledge, including religious doctrine, into a scientific mode, a great part of our cultural heritage may be lost. Religious beliefs and writings, including accounts of creation, comprise a body of human knowledge and may properly be addressed in their own right in other areas of the public school curriculum.