I am responding in length to a comment that bmatt left on my post "1/3 UK teachers say "Teach pupils creationism at schools":Mr. Martin, if you can come up with one good reason why creationism should be taught in schools outside of a "ridiculous wack-o theories" class than please...feel free to design that curriculum. The inclusion of creationism in a science class would further show the dumbing down of Western schooling.
Prior to the eighteenth century the prevalent belief in Western Culture was in special creation as described in Genesis. With this stated, today there are numerous creationism stories related by Hinduism, Buddhism, Taoism, American Indian, African religions etc. What is the difference with biblical creationism? How does one determine the value of biblical creationism in today’s schools which are pluralistic in religious and atheistic beliefs?
First of all I will address the problem of compartmentalization of Western education. From a child’s first day in school subjects are generally placed in categories such as math and reading. By the time a child is in their fourth year of school they are acquainted with divisions of knowledge such as Math, Science, Literature, History, Social Studies and The Arts. For pragmatic reasons these divisions or efficacious on a pedagogical scale.
The issue of subject categorization has been observed in the present education system as a problem. Educators notice the lack of cohesion of subjects especially in the realm of math and science. Many children who learn math are not properly prepared for the math required in chemistry and physics. In other words math, many times, is not taught to compliment the sciences.
I certainly do expect a class to exist to be called “ridiculous wack-o theories,” as has been suggested to me I would suggest cohesion between religious assumptions about origins of life and how science is taught will help children learn. There are at least two secular reasons that I have for teaching Creationism in public schools at least on an acknowledgement level.
First, it should be understood that Creationism beliefs are intrinsic to one’s faith. Faith in a deity has been observed in cultural anthropology in past and present civilizations. By simply dismissing the subject of Creationism altogether there is an ignoring of something important in society a belief in gods or Gods. Teachers cannot prevent children from wondering about life’s questions. The questions of origins are discussed in the media, movies and every day conversation.

The second reason is more specifically related to biblical creation. The Bible has been the center of education in Western Society for hundred’s of years. Especially since the printing press, the Bible has been focused extensively in the arts, literature, politics, social justice, and archaeology of the middle east. Hundreds of thousands of children learned to read the Bible in not only English but also Greek and Hebrew. Creationism was the basis given for morality in society because in the Beginning God created the Heavens and the Earth. With this premise children grew to be scientist who established the foundations for modern science. Some of these religious Christians were: Newton, Bacon, Galileo, Pasteur, Linneaus, Kepler, Pascal, Boyle, Morse, Faraday, Simpson, Joule, Kelvin. They all held strong beliefs in a creator God.
Biblical creationism should also be taught in it’s varieties. Since the 18th century there has been a wide range of Christian creationism beliefs. Each variation of Creationism beliefs sought to compliment evolutionary assumptions about the history of the Universe, earth and life. Some of these types are known as theistic evolution, day age creation, progressive creation, and old or young earth creationism.
Once again I am not suggesting that creationism or intelligent design should be required in science classes but at least acknowledged in text books. Creationism is on the minds of children and schools should address their curiosity on some level. --John Martin
www.creationmoment.blogspot.com.