[Creationists] now say that they ask for evolution to be taught only with all its "strengths and weaknesses." But in this, they are surely being somewhat disingenuous. When their faction was strong enough to demand an outright ban on the teaching of what they call "Darwinism," they had such a ban written into law in several states. Since the defeat and discredit of that policy, they have passed through several stages of what I am going to have to call evolution. First, they tried to get "secular humanism" classified as a "religion," so that it would meet the First Amendment's disqualification for being taught with taxpayers' money. (That bright idea was Pat Robertson's.) Then they came up with the formulation of "creation science," picking up on anomalies and gaps in evolution and on differences between scientific Darwinists like Richard Dawkins and Stephen Jay Gould. Next came the ingratiating plea for "equal time"—what could be more American than that?—and now we have the rebranded new coinage of "intelligent design" and the fresh complaint that its brave advocates are, so goes the title of a recent self-pitying documentary, simply "expelled" from the discourse.
It's not just that the overwhelming majority of scientists are now convinced that evolution is inscribed in the fossil record and in the lineaments of molecular biology. It is more that evolutionists will say in advance which evidence, if found, would refute them and force them to reconsider. ("Rabbit fossils in the pre-Cambrian layer" was, I seem to remember, the response of Prof. J.B.S. Haldane.) Try asking an "intelligent design" advocate to stipulate upfront what would constitute refutation of his world view and you will easily see the difference between the scientific method and the pseudoscientific one.
But that is just my opinion. And I certainly do not want it said that my side denies a hearing to the opposing one. In the spirit of compromise, then, I propose the following. First, let the school debating societies restage the wonderful set-piece real-life dramas of Oxford and Dayton, Tenn. Let time also be set aside, in our increasingly multiethnic and multicultural school system, for children to be taught the huge variety of creation stories, from the Hindu to the Muslim to the Australian Aboriginal. This is always interesting (and it can't be, can it, that the Texas board holdouts think that only Genesis ought to be so honored?). Second, we can surely demand that the principle of "strengths and weaknesses" will be applied evenly. If any church in Texas receives a tax exemption, or if any religious institution is the beneficiary of any subvention from the Office of Faith-Based and Neighborhood Partnerships, we must be assured that it will devote a portion of its time to laying bare the "strengths and weaknesses" of the religious world view, and also to teaching the works of Voltaire, David Hume, Benedict de Spinoza, Thomas Paine and Thomas Jefferson.
Thursday, April 2, 2009
Christopher Hitchens, adapted from his recent Newsweek article: