I have gone on record that disputes around intelligent design (ID), such as the Dover Panda Trial, do not serve well the actual science part of ID, the community, or public education itself. Andrew J. Coulson, director of the Center for Educational Freedom at the Cato Institute, takes it a step further and comes up with a new reason for a conservative approach to education.
Supporters of the theory of human origins known as "intelligent design" want it taught alongside the theory of evolution. Opponents will do anything to keep it out of science classrooms. The disagreement is clear.
But why does everyone assume that we must settle it through an ideological death-match in the town square? ...
We’re fighting because the institution of public schooling forces us to, by permitting only one government-sanctioned explanation of human origins. The only way for one side to have its views reflected in the official curriculum is at the expense of the other side.
This manufactured conflict serves no public good. After all, does it really matter if some Americans believe intelligent design is a valid scientific theory while others see it as a Lamb of God in sheep’s clothing? Surely not. While there are certainly issues on which consensus is key — respect for the rule of law and the rights of fellow citizens, tolerance of differing viewpoints, etc. — the origin of species is not one of them.
The sad truth is that state-run schooling has created a multitude of similarly pointless battles. Nothing is gained, for instance, by compelling conformity on school prayer, random drug testing, the set of religious holidays that are worth observing, or the most appropriate forms of sex education.
Not only are these conflicts unnecessary, they are socially corrosive. Every time we fight over the official government curriculum, it breeds more resentment and animosity within our communities. These public-schooling-induced battles have done much to inflame tensions between Red and Blue America.
But while Americans bicker incessantly over pedagogical teachings, we seldom fight over theological ones. The difference, of course, is that the Bill of Rights precludes the establishment of an official religion. Our founding fathers were prescient in calling for the separation of church and state, but failed to foresee the dire social consequences of entangling education and state. Those consequences are now all too apparent.
Fortunately, there is a way to end the cycle of educational violence: parental choice. Why not reorganize our schools so that parents can easily get the sort of education they value for their own children without having to force it on their neighbors? ...
Admittedly, the promotion of social harmony is an unusual justification for replacing public schools with parent-driven education markets. Most arguments for parental choice rest on the private sector’s superior academic performance or cost-effectiveness. But when you stop and think about it, doesn’t the combination of these advantages suggest that free markets would be a far more intelligent design for American education?
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