Let Students Decide Evolution Stance

“If evolution were true, it could be proved in a science lab independently by students who arrive at the same conclusions based on the same facts.” (“Evolution is a belief, not science,” Dec. 20)

I think letter writer Timothy Fellows is confused over the differences between fact, scientific law, theory and belief. The Merriam-Webster Dictionary states a theory “is the analysis of a set of facts in their relation to one another. Law is a statement of an order or relation of phenomena that so far as is known is invariable under the given conditions.” Think law of gravity. It also reports a belief “is a state or habit of mind in which trust or confidence is placed in some person or thing.”

A role of government-funded schools is to teach students to be critical thinkers. Schools do not teach evolution as fact, but as theory, based on evidence from which scientists have formed conclusions. If there is evidence uncovered that disputes that theory, then the theory must be changed or discarded. Georgia curriculum states biology students should be able to “(e)xplain historical and current theories of origins (e.g., Big Bang, evolution and others). Compare micro- and macro-evolution. Explain natural selection and how it is affected by environmental changes.”

I personally believe in the concept of intelligent design. But belief goes back to the idea of me placing trust in a person or thing. There is no way to gather evidence that a creator started the ball rolling. It’s a belief.

I feel students should be exposed to beliefs out there in the world as they should be exposed to theories espoused by many scientists. But it is the job of the home and church to teach beliefs, not the job of government-run schools. Students should be shown what ideas are out there, and given critical thinking skills to decide for themselves.

Ellen Hotchkiss

Martinez