Common Knowledge

History. It should be a part of common knowledge. By knowing a bit about what has happened in our world, you are able to see and understand why things are the way they are and how they will shape our future. It shows us how great minds have worked, and how life has changed. It doesn't hurt to know too much about history. If you don't know how our world came to be, then you cannot truly understand the world. History is important, and that is why it is necessary in school.

Can the same be said for science—or more specifically evolution? Is it not true that evolution is part of the history of the natural world, and is therefore as important as American history? Shouldn't every student have the privilege to learn about how today's life came to be from the very beginning?

Evidently not.

Evidently, at least 20% of high school science teachers in America reject both macroevolution and theistic evolution. Now how many of those teachers disregard their school's curriculum, replacing evolution with creationism in order to spread their own ideas of truth to the ever-vulnerable students in their classrooms? Too many, I say. Too many.

For those of you who support creationism through and through, do not block out my words. I do not wish to insult your beliefs or force any atheistic or other theistic views upon you. My intentions are geared toward the benefit of fellow students who wish to learn and know about more than just one side of the playing field. It is my wish that they are able to see and understand every option before blindly subscribing to a belief. It is my wish that evolution be required in every school curriculum, regardless of the teacher's faith.

America is a place of freedom, whether it be of speech, expression, or ideas. Because our country has become such a beacon of acceptance, it's no surprise that our citizens have become so prone to accepting and embracing their own ideas. Let it be known that this is a great thing; it is something to be proud of. But that is exactly why every student living in our united states should have the privilege of hearing all sides of the argument with regard to how life came to be. They should be able to learn the facts supporting evolution and choose for themselves whether or not they want to believe it. As Jill Mytton, a psychologist who rehabilitates young adults, puts it, “They need to find their own pathways, not be forced into a particular mold as a child.”

By rejecting evolution and completely replacing it with creationism, or anything of the like, students are forced to embrace one singular, and therefore ignorant, way of thinking. Just because you think it's wrong doesn't mean you should keep it from being taught. Rarely do people in America support communism, but it is still taught in school, is it not? Same basic idea. This is also true for those who are afraid of a negative impact the knowledge will have on students and therefore don't want their children to be exposed to such nonsense. No one is forcing students to bow down and worship the theory by teaching it, which seems to be the great fear of all creationists; no one is forcing students to entirely reject the creationist belief. There are even those who have been able to find a middle point between the two extremes, and that works just as well. It's just that the theory of evolution exists, it is supported by facts, and it is necessary in every student's education.

It is not an overstatement to say that evolution affects all of us, even now as we live and breath. We will never know how the study of evolution could have affected a student if they have never been able to act upon the knowledge. Even in the 21st century, we have been able to apply knowledge of the theory of evolution to help society.

Whether scientists believe in the theory or not, none can deny that the idea has helped with the production numerous vaccinations (including those for the infamously precarious strains of the flu virus) and with the realization of the antibiotic resistance problem. In fact, “One of the greatest leaps in knowledge in the understanding of colon cancer relied on the study of the egg casings of fruit flies.” How would we even begin to understand any kind of cancer if we didn't use the theory of evolution to see that genes are passed on through generations and that as genes are passed on, some undergo random mutations? We wouldn't understand at all.

Now you tell me whether or not the knowledge of evolution has benefited our lives. If we continue to limit today's students knowledge of the theory, just imagine all the lost opportunities for more developments, whether it be in medicine, health, or just the knowledge of how life works.

As I have said, it is not my intent to convert today's youth. I do not wish to force them to reject creationism and rebel against their parents' beliefs altogether. Rather, I wish to give them more knowledge in today's scientifically fueled society and offer them a choice as to what they would like to believe. After all, restricting any kind of learning from students is, to me, like trying to keep them from excelling, even if evolution will have nothing to do with their future choice career. As any parent or educator, how can you bear to allow that to happen?

-Jr., Armand M. Nicholi. The Question of God C.S. Lewis and Sigmund Freud Debate God, Love, Sex, and the Meaning of Life. New York: Free, 2002. Print.

-The Root of All Evil? Perf. Richard Dawkins. Channel 4, 2006. DVD.

-Jerry. "Teaching Creation and Evolution in Schools." Technical Journal 13 (1999): 118-23. Print.

-"HHMI Scientist Abstract: Bert Vogelstein, M.D." Howard Hughes Medical Institute | Biomedical Research & Science Education (HHMI). Web. 14 Dec. 2009. .

-Ogg, Doug. "Creationist Science Fair." Comic strip. Www.oggsworld.com. Print.