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Abstract

Belief about the origins of the universe and mankind is an important aspect of most world religions. While many ‘progressive’ Christians view the Genesis accounts of creation as mythical or allegorical, some ‘fundamentalist’ Christians claim it is a literal and historical account of the origins of life. The scientific community, on the other hand, views Darwin’s Theory of Evolution as the definitive explanation of the origin of all species on Earth including humans. As science has continued to line up behind evolution, it has been integrated into the public school curriculum. The question examined by this paper is: should the ‘plain sense’ or literal hermeneutic of the Genesis accounts of creation (commonly referred to as ‘Creationism’ or, more recently, ‘Intelligent Design’), be taught in public schools as an alternative explanation for the evolutionary understanding of the origins of life?