Creationism is the name given to belief that the Judeo-Christian Bible story of Creation--creation of the universe and of humankind--is absolutely true. Vociferous belief in Creationism is more commonly associated with evangelical fundamentalist Christianity. However, various opinion polls have found that a majority of Americans subscribe in some degree to belief that the Bible story of Creation is true--that God created Heaven, Earth and Man. Degree of belief is shown to range from the fundamentalist convention that God created everything in its current unchangeable form about 10,000 years ago, to less rigid conceptions that God's act of creation occurred sometime in the past and then God stepped back to let everything run on its own within certain guidelines.
People who hold strongly to Creationist belief often see science, and the scientific method by which science is done, as a threat to their Creationist faith. This is especially the case for the Creationist view of the biological sciences--and most especially for the scientific understanding of biological evolution. The Creationist account of Creation of the universe and humankind is metaphysical--beyond human underatanding. It stands in opposition to alternative non-metaphysical explanation. It stands in opposition to the idea that non-metaphysical biiological evolution can explain how humans (Homo sapiens) evolved into our present form from earlier non-human and near-human biological entities.
People who believe strongly in Creationism often believe that it should be inerted into the science education curriculum in public schools, and be taught as an alternative metaphysical explanation for how the universe and humans came into being.
I bring this subject up because the question of whether or not to insert Creationism into the public school science curriculum may be forced onto the agendas of local and community school board in Illinois if Bill Brady wins the Gubernatorial election in November. Brady has spoken frequently (but not in his campaign for the Governor office) about his belief in Creationism. He has said that he would favor having the subject taken up by local and community school boards. (He has spoken of favoring dissolution of the Illinois State School Board).
The subject of Creationism in public education is inflammatory. Creationists may see it as fairness; opponents see it as a wrongful; and indeed un-Constitutional insertion of religion into public education. Battles over Creationism in public education can tear communities apart.I hope itdoes not happen in Illinois. I understand why believers in Creationism may try to make it happen.
I do not believe it is necessary because I do not believe that the way our ancestors explained Creation and how science seeks to understand and explain it are necessarily in opposition. Creation stories are common to all cultures. They represent Man's first addressing of the question that anstrophysicist Stephen Hawking has named the most fundamental question to be addressed by science: Why is there Something rather than Nothing?
We don't know precisely how the Creation stories came to be, but the poet W.H. Auden offered a definition of what they are--a poetic response to events beyond human control. Viewed through Auden's lens, Creation stories can be savored as poetry--often great poetry. The poetry has evinced poetic reponse through the ages. Stand in the great cathedral in Chartres and be stunned by the response of artists to the Christian story. Read Dante. I have five editions of his "The Divine Comedy"--four English translations and one in the original Italisn with Gustave Dore's magnificent steel engraving illustrations. I read Danto not because I believe he describes a physically existing Hell, Purgatory and Heaven but because I am moved by his description of the human condition. I read the Babylonian Epic of Gilgamesh and understand how ideas about Creation were percolating through the cultures from which the Bible story arose.
If the Judeo-Christian story of Creation is taught as truth in opposition to science, should fairness not dictate the teaching also of Creation stories of India, the Navajo, the Mandan and the Maya? Or, would it be more enlightening tostudents to teach all of them, as the powerful poetry they are--not in opposition to science, but on their own terms as words that have held men in awe ror 5,000 years?
To answer the question, sure. Creation stories can be taught in schools but, not as an opposition to science. If it provides children with more knowledge that is fine as long as having knowledge is not mistaken for having the knowledge that is most likely true. The Judeo-Christian story in particular could be offered as an entire course. When you consider the impact it has had on Western society and culture it almost seems foolish to not teach children about it. Again, as long as we aren't calling it an opposition or alternative to science but a myth like any other creation story.
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