Robert Byers writes:
Your still trying to say the law is irrelevant.
Its the law that God/Genesis can not be taught as true or options where subjects about origins are taught.
The law is invoked here to fight creationism entering the schools by the legislature.
Nothing to do with decisions about the accuracy of creationism(s). in fact the state couldn't legally make a decision about biblical accuracy.
by the law it invokes.
Yet in fact in banning creationism and teaching evolution it twice does in fact break this law.
Somebody call a cop.
It is clear from your comments that you would support the introduction of creationist teachings into public schools. Would it be correct, however, to say that you would
only support the Christian origin myth? Why not the Hindu, or Roman origin myths? Is the Christian origin myth supported by a greater body of evidence than the others?
I'm concerned that you seem unable to grasp the difference between evidentially-based material and faith-based material. I think it is safe to assume that you would not want your children being taught the Hindu origin myth as though it was on all-fours with the Christian origin myth. Please correct me if I am wrong.
What I'd like to understand better is this: If you seriously believe that this specific origin myth (Genesis) deserves equal time in the classroom with evidentially-based material, surely you must accept that, in the spirit of fairness, the many other faith-based origin myths (which many millions of people presently adhere to) should also be included?
If you work through this chain of logic, surely you can see why the Christian origin myth does NOT belong in the science classroom. Put simply, if it deserves time there, then so do multitudes of other unsupported assertions, leading to a colossal waste of time that would be better spent on the examination of tangible, evidentially supported material.