Evolution vs. Creationism in Public Schools: Where Does the Public Stand?

PITTSBURGH -- Briella Unger leaned forward in her biology lecture as the professor introduced an unexpected idea in the class' evolution unit: the belief that humans were created by God.

Unger, then a freshman, was intrigued by the blurred line of scientific theory and religious belief. This moment for her reflects an ongoing national debate of what public school students should be taught in classrooms across the country.

For over a century, the question of whether public schools should require the teaching of creationism alongside evolution has divided the nation. This discussion is rooted in the Establishment Clause in the First Amendment of the United States Constitution which prohibits the government from making any laws establishing a religion.

Courts have ruled over numerous cases, namely the Scopes Monkey Trial, Edwards v Aguillar and more, that the required teaching of creationism as well as the banning of evolutionary theories is unconstitutional. Still, professionals, students, and American citizens alike continue to voice opinions on both sides of the conversation to this day.

"Whether one believes or not," said Kim Coker, 54, a business owner who said she was taught creationist views in her schooling in the 1970s and 1980s, "(creationism) should be taught and allow each individual to make their own decision."

"There wasn’t a choice given when the government decided to ban teachings like creationism as science in public schools," she added.

Carl Maymi, 49, a retired United States Air Force pilot with masters level degrees in physics, aeronautical engineering and leadership, agrees with Coker.

"The single most important function of an education is teaching students how to think, not always what to think," he said.

Maymi emphasized the importance of not sheltering students from prominent ideas regardless of their religious association.

He also acknowledged that the "battle" of creationism versus evolution is one that has challenged brilliant minds throughout history, and students should not be limited to solely evolutionary theory as the explanation for human existence.

"The struggle to understand where we come from and why we exist is the most sought-after bit of knowledge….ever," Maymi said.

Those in younger generations echo the remarks by Coker and Maymi. Unger, 20, now a second year biology student at Duquesne University, is open to the concept of creationism despite her non-religious background.

"As someone who is not religious I think it is still good to acknowledge religion," Unger said, "opening that up to students gives them the opportunity to learn about it and make their own decision about what they believe."

Unger fondly remembers being able to compare evolution and creationism in the same setting throughout freshman year, challenging her to think beyond previous assumptions.

An article published by the National Center for Science Education acknowledges the importance of religious belief in today's society, but rejects the idea that creationism be taught as science.

The article suggests a flaw in incorporating creationism into scientific conversations, stating "this implies there is no such thing as knowledge, or at least there are no reliable experts who can be depended on to tell us any facts."

Krista Bily, 20, an education major at Duquesne University aspiring to be a primary school teacher, also voiced her concerns with such a requirement.

"There are so many different beliefs and perspectives," Bily said. "So there should not be a focus on one religion."

Bily did suggest however, that the idea of religion still be "touched on" in contexts separate from scientific learning.

Including religious teachings such as creationism as equally important but completely separate from scientific theories such as evolution is a popular side to take. Liam Gibson, 21, a Geneva College student from Beaver, Pennsylvania, spoke in agreement with Bily.

After introducing his close connection with Christianity, Gibson said "imagine they required any other religious beliefs to be taught and the religion talked about was Islam and we had to read the Quran."

"I wouldn’t be happy," he added.

Like Bily, Gibson suggested the incorporation of faith based classes completely aside from science classes where students have the option to expose themselves to additional theories.

Evolution versus creationism does not pose a black and white answer. Whether or not religious topics should be required in education remains unsettled at a national scale. Regardless, Unger's experience, like many others, reinforces the idea that both concepts continuously spark conversations and open young minds.