Epperson v. Arkansas

As a prospective educator, I am keenly interested in any litigation involving censorship, and I am sympathetic to the situation young Susan Epperson found herself in during the mid-1960's.  If she taught Evolution, she faced legal persecution and the loss of her teaching job.  Her decision to seek legal action indicates her dedication to the pursuit of objective scientific truth.  Her courage is commendable.

Susan with the book in question.

Early in its inception, the United States enacted a principle involving the separation of church and state in an effort to secure both the freedom of speech and expression.  I don't personally believe that Darwin sought to discredit the truth of religious beliefs; rather, he sought to discern scientific fact.  There is a difference between truth and fact.

He's not as scary as he looks.

Truth is not necessarily factual.  Many truths lack factual basis.  For example, while most believe that there is a deeper purpose to human life, science cannot discern solid evidence indicating the "meaning of life."  Science and history involve the pursuit of fact; philosophy and religion engage truth.  

"If it's truth you're looking for, Dr. Tyree's philosophy class is right down the hall."

You tell 'em Dr. Jones.

Creationism and other theories of intelligent design are not without merit.  Both explore the meaning of human existence.  Many find truth in these philosophies, and they are certainly entitled to.  However, both of the aforementioned belong in religion and philosophy classes; not science classes.  

I personally believe that religion and philosophy belong in the high school curriculum.  The humanities--art, literature, religion, and philosophy--engage the truth in a way science simply cannot.  

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If Texas begins using texts exploring the "strengths and weaknesses of Darwin's theory," students will be shortchanged.  America's students deserve a 21st century science education, not a 19th century one.

Technology, the practical application of scientific exploration, is inseparable from modern life.  To ensure that American students are equipped for success, they need decidedly modern literacy and technical proficiency.  Students need to evolve.  Teaching needs to evolve, and methods and materials need to adapt to changes in our time.  Students deserve a scientifically derived understanding of natural history.  This is a uniquely modern privilege--we know how we got here.

This does not mean that truth is irrelevant, that fact is universally important.  Students need to reflect on, "why we are here?"  "How can human life be improved?"   Only by shaping our world views with truthful introspection can science and fact be truly applied to improve the quality of human life.

We need a compromise better than the "monkey laws" passed in the 1920's.  The separation of truth and fact needs to be defined without losing the mutual and equal importance of each.