Parents’ primary reason for sending their offspring to faith schools is because the standard of education there tends to be that much better than that in the mainstream. Now if you are the kind of person who would avoid such schools because they’re religious and you’re not then be glad you’re not educating the sprogs in the US:

THE GOD VS. Darwin debate went to the White House last week when President Bush weighed in, stating in a roundtable interview with reporters that ‘’intelligent design” should be taught along with evolution in public schools.

(Note: in America, a ‘public school’ is actually a government-run school - it’s not private as it would be in the UK).

Now ‘intelligent design’ is this circular argument that, in a nutshell, states: X works well so it must have been manufactured according to some pre-conceived plan. ‘Intelligent design’ takes the beauty and apparent perfection of the natural world as proof of supernatural intent. The reasoning is, ‘It’s awesome, it works and you can’t prove this evolution nonsense therefore there must be a god’.

Whereas, applied to biology, for example, the evolutionary view is that X works so well - or, to be more accurate, it works as well as this (because it could possibly work better) - because this is the version that helps get the organism as far as reproduction. X is ’successful’ therefore and is passed on to future generations.

So why might Bush be in favour of such teaching in taxpayer financed schools?

One such argument is intellectual diversity: Those who believe that only evolution should be taught in science classrooms are supposedly trying to stifle opposing viewpoints. A related claim is that a left-leaning, elitist scientific establishment, backed by aggressively secularist groups such as the American Civil Liberties Union, is using taxpayer dollars to promote its own agenda in the classroom and teach children to despise their parents’ religious beliefs.

My concerns about teaching ‘intelligent design’ - the weak version of creationism - is not so much that it’s taught but where it’s taught - in which lesson. If it’s taught in Religious Education classes then fine, that’s an appropriate place to explain a religious description of life. If it’s taught in a science lesson then I object. ‘Intelligent design’ can have no scientific basis because the designer itself is only posited as the ‘well, so it must be god’ response when there’s a gap - real or perceived - in the scientific theory.

Whatever happens, we should not mix rigorous and disciplined scientific exploration with religious opinion. By all means live with both and respect the freedoms of proponents of each to air their views but the two should not be regarded as similar disciplines. They are very different and they achieve their conclusions in totally unrelated ways. ‘Intelligent design’ is not scientific.