Letter to the Editor: Students should think for themselves

Editor:

In response to L.J. Lither’s column about theology and science (“On the third day, God created the Remington bolt-action rifle,” June 6), I would say, you’re right-evolution does exist, and, ironically enough, science is also a product of that evolution.

If you could prove that science was infallible and had proven to be watertight in theory and practice, then I would say you have a case.

Science has been wrong on many occasions-and not just hundreds of years ago with belief that the earth was the center of the universe.

Science continues to evolve as we discover new things about nutrition, the structure of cells and the makeup of an atom.

I don’t think anyone would say that our scientific knowledge is complete or perfect, no matter how many tests you run. To use science as the standard of perfection with which to judge everything else, sets you up for failure.

If logic is your end, then intelligent design seems to be the most rational plan.

When you come across a building, you may not know who the architect is-but you cannot doubt that it was made under a specific design with purpose.

This seems a more intelligent theory to teach than to assume that rocks and bricks coincidentally collided without purpose, and somehow over time created a sound structure with shape and purpose.

Lither also implies that science is the only subject so ill-treated in the education system.

If you examine textbooks around the country, you will find certain subjects glossed over or removed completely.

Many of our present history books are a perfect example of this phenomenon-with Japanese-American concentration camps conveniently excluded from accounts of World War II.

We should teach a subject the best we can, according to the most right and logical manner and allow students to test theories for themselves-to believe what they want and to discard theories that may not fit into their personal belief system.

Surely you’ve not agreed with everything you’ve ever been taught-but does that have to be someone’s fault?

In the end, we must test each new theory for ourselves. If we continue to hold to beliefs because they were once “proven” to be true, we may get in the way of our own advancement.

Rachael Hughes

Senior, Social Work