“What Is The Danger of Teaching Creationism?” Tuesday, August 7, 2007Posted by henry000 in anti-creationism, anti-evolution, anti-ID, creationism, education, evolution, God, intelligent design, science.
This is a question asked by a fellow blogger Steve at Bits of Brain. Specifically, he would like to know what the impacts and consequences are for teaching creationism alongside of evolution in our schools:
So I remain curious as to what you see are the impacts, the consequences, the ramifications. What will HAPPEN to our children if one day our courts fail us and permit this craziness to enter the classrooms?
Naturally I was appalled by this question and so I left a couple of comments to his post, which I thought I will promote and repeat them up to a post here.
First of all here is the background. Brian at his nice blog Laelaps posted an entry titled “Combating Creationism with History“. Steve then replied with lots of questions, basically sympathesizing with the creationists and questioning why creationism must be fought against. Brian has done a lengthy reply which is worth a read, while I took a different angle in saying that it is important to combat the religious ideology because creationism and its various flavours have been a pest and great waste of resource to our educational systems.
Why is creationism dangerous? As Steve states:
… What is the danger?” What is the “threat” that creationism presents to our society, to our culture, and to our school-children?
Well, in a nutshell it is the same as teaching astrology, numerology or alchemy in our classes.
Education is established as a system to impart knowledge, values and attitudes to the children, while allowing them to learn and develop critical skills and habits.
There are several critical skills that our educational system teaches which arms the kids to become self sufficient and get more out of life. These skills include sports, using computer and learning foreign languages to other more abstract basic skill set such as critical thinking, problem solving and respecting others.
Creationism teaches none of the above – at its core it says an intelligent-designer-did-it and nothing more. Evolution, on the other hand, is a product of scientific disciplines, which is based upon several fundamental skills such problem solving and critical thinking. Now let us look at it n terms of bodies of knowledge, which for example include philosophy, arts, literature and history. Again, how does creationism fit in? What sort of knowledge does it provide?
The best category where creationism can fit in is science. But the problem is that it is not science and does not value any of the scientific fundamentals. It has nothing scientific. Granted, there are areas of uncertainty in it but this is quite normal in all scientific disciplines – just think about the fascinating unsolved mysteries in astrophysics and quantum physics. The ever-dwindling sets of unsolved problems and yet-to-be-explained phenomena are best left for science to deal with, not a religious doctrine that says god-did-it.
So we have established that creationism has absolutely no values. Therefore, the impact of teaching it in our classes is a great waste of resources. The ramification of teaching it is to dumb down or kids, and a direct insult to our educational systems.