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ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the curriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proved false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proved that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpreting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proven the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy exercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking exercise in the curriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare. And it will help them to distinguish scientific proof from speculation or belief. For many religious students, this will allow them to digest the rest of the material without feeling like it is an attack on their sacred beliefs.

ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the curriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proved false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proved that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpreting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proved the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy exercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking exercise in the curriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare. And it will help them to distinguish scientific proof from speculation or belief. For many religious students, this will allow them to digest the rest of the material without feeling like it is an attack on their sacred beliefs.

ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the curriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proven false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proven that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpreting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proven the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy exercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking exercise in the curriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare. And it will help them to distinguish scientific proof from speculation or belief. For many religious students, this will allow them to digest the rest of the material without feeling like it is an attack on their sacred beliefs.

ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the curriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proved false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proved that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpreting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proven the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy exercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking exercise in the curriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare. And it will help them to distinguish scientific proof from speculation or belief. For many religious students, this will allow them to digest the rest of the material without feeling like it is an attack on their sacred beliefs.

ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the cirriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proven false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proven that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpretting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proven the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy excercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking excercise in the cirriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare.

ID addresses an obvious question which nearly everyone considers very strongly at some time. Those who don't choose to believe in God will often argue that it is a non-issue. But is it a non-issue because they are so obviously right that others have no right to voice their opinion, or because it doesn't matter? The former is a very childish view, and certainly isn't very helpful if the goal is to convince others of the "correct" view. And if it simply doesn't matter to Atheists, then surely we can all recognize that it matters quite a lot to others. I'm not suggesting that theists simply be allowed to rewrite the curriculum (which some have attempted), but this is a question which costs more time and energy to ignore than to address. And we have a lot to learn from each other in the process.

Many people, as they study evolution, very naturally begin to conclude that life could have, and therefore must have, emerged entirely by accident. This is not so different from observing that autism diagnosis has been on the rise since about the same time a certain vaccine came into widespread use, and the fact that symptoms often set in shortly after said vaccine has been given, and concluding that increased cases of autism could have been, and therefore must have been, caused by the vaccine. There is an appearance of a causal relationship, but the conclusion does not exactly follow from the evidence. In the case of the vaccine suspicions, I'm grateful that they have been solidly proven false now.

As for the true origin of life, many of us think we know the answer. Be that as it may be, this answer is not delivered to us through the study of evolutionary biology. Anyone who tells you that science has proven that we did in fact evolve without any external manipulation into what we are today, or that life emerged completely by chance, is misinterpreting the facts (or more likely, believing a rumor they heard). Anyone who tells you that science has proven the opposite, that life could not have emerged by chance, is likewise not following the logic correctly (or more likely, favors different rumors). I think that it would be a healthy exercise of critical thinking to open up this kind of discussion in a high school biology classroom, consistently reinforcing the fact that none of it on either side of the argument offers any conclusive evidence on the actual true origin of life. People who feel passionately either way on this must cringe a little at this suggestion, perhaps comparing it to the way Fox News feigns a "fair and balanced" presentation by presenting the plain and obvious truth on equal footing with an extremist view. But which is the extremist view on this issue? It depends on where you stand.

The biggest problem I foresee is that most of the instructors are so strongly biased one way or another, that they would have a hard time honestly mediating such a discussion. But, frankly, this is already the case, so I would argue that it is better to formalize this as a critical thinking exercise in the curriculum. It probably won't open anyone to new thinking on the origins of life, but hopefully, it will help them resist the next vaccine scare. And it will help them to distinguish scientific proof from speculation or belief. For many religious students, this will allow them to digest the rest of the material without feeling like it is an attack on their sacred beliefs.