NO CHILD LEFT BEHIND (A Well-Balanced Education)

Essential Question: Should the alternative subject of Intelligent Design (in accordance with various postulates and theorems on the beginning of the universe, the coming-about of man-kind and everything in existence) be taught alongside or instead of the theory of Evolution in Public Schools? (Message to the reader: the following piece is rather opinionated).1

Thought Provoking Questions From An Undereducated Public School Student: Dear reader, (consider the following)…
How important is the government that governs, without the governed?
How important are the governed, without the government that governs?
How important is the teacher that teaches, without students to teach?
How important are students, without teachers to teach them?
How important is the religion, without the people who practice the faith?
How important is the answer to a question, without the person who asked “why”...?
Of how much more value is an undereducated child to current day civilization?
Dear reader, (merely consider)…2

Can you imagine walking around the world with only one eye? I mean, you were born with two eyes, but somewhere during the course of your lifetime-someone else decided that you didn't need both eyes, and so the other one was plucked out. Can you imagine walking around the world with only two ligaments? I mean, you were born with two legs and two arms, but during the course of your lifetime-someone else decided that you didn't need all four ligaments, and so a leg and arm were chopped off. Can you imagine walking around the world with only five fingers and toes? I mean, you were born with all twenty; but somewhere during the course of your lifetime-someone else decided that you didn't need them all; so five fingers and five toes were cut off. In accordance, can you imagine a half-taught or half-learned education? Consider if you were only taught Physical Science and not any of the other sciences like Chemistry, Biology or Physics, because no one ever bothered to teach you. In addition, consider if you were only taught basic math and never even introduced to the topics of Pre-Algebra, Algebra one and two, Geometry, Calculus or Trigonometry. Do you think that you could be a well-rounded person, excel in life and use critical thinking to the best of your ability if you were only taught, or only learned one side of every situation? Personally speaking as a Public School Student, (whose parents pay taxes in return for me receiving a free and public education, in which I’m educated on various subjects in their entirety), I think that Public School Students should be given the opportunity to learn various subjects in School. I think that there should be books about various subjects like books on all forms of History, Mathematics, Music, Arts, Literacy, Foreign Languages, Science, Scientology, Intelligent Design, Paganism, Mormonism, Creationism, Hinduism, Buddhism, Judaism, Satanism, Islam, Atheistic, Agnostic and Evolutionary Perspectives in Public School Libraries (especially high school libraries, so that the inquiry of students can be stimulated with interesting new facts about the real world, instead of books about cartoons with more pictures than words) so that no child will be left behind and so all students can receive a well-balanced education. (Message to reader), before you begin staring your ignorant face of criticism at me and this piece: please bare with me... for I am under the comprehension that the places in question are Public School Buildings and not Churches or Synagogues, but the process of learning has to begin somewhere.3

I personally find it incredibly saddening that the vast majority consider traditional methods of learning (the teachings of History, Mathematics, Music, Arts, Literacy, Foreign Languages and Science) of higher importance than the teachings of various alternative subjects (the teachings of Scientology, Intelligent Design, Paganism, Mormonism, Creationism, Hinduism, Buddhism, Judaism, Satanism, and Islam) when in reality, these disregarded methods of teaching (although unscientific, rather suggestive and understandably questionable) are relatively reasonable ideas that are just as effective as traditional methods of teaching, if not more.4

Of all thee above alternative subjects, two of the most controversial perspectives on the beginning of the universe, the coming-about of mankind and everything in existence, are the perspectives of Evolutionary Science (Darwinism) vs. the alternative subject of Religious Doctrine (Creationism). The following paragraphs define these two views to the best of my ability:
The theory of Evolution is the brainchild of early scientist and forefather, Charles Darwin. Most people have little to no understanding of the theory of Evolution or the man that discovered its probability. Charles Darwin was a man that lived in a time that compared to current day civilization; was not as advanced, and yet he was able to achieve as many discoveries as he did. Speaking personally as a person of high intelligence; I find it extremely insulting when the credibility and brilliance of fellow advanced thinkers are continuously questioned without consideration or merit...but I digress. The theory of Evolution suggests that Natural Selection allows only the strongest of organelles to adapt to certain environments in order to thrive, protect and survive. The theory of Evolution suggests that man evolved from a lower level of animals. The basis of this theory suggests but is not limited to the following idea: human beings and apes DNA are 99% similar and because humans and apes have similar molecular-chromosome structure, human beings evolved from apes. The following proposal applies to the inquiry of all those that are in accordance with the theory of evolution; in remembrance of the early genius (Charles Darwin) that suggested it: A watermelon is 97% water. A cloud is 99% water. According to the theory of Evolution and the conclusion proposals it suggests, did the watermelon evolve from the cloud and if so, what role did natural selection play in this phenomenal process?5

On the other hand: The religious story of creation suggests that a God created the world and everything in it in only six days: “The Lord merely spoke, and the heavens were created. He breathed the word, and all the stars were born. He gave the sea its boundaries and locked the oceans in vast reservoirs”(Psalm 33:6-7), “God created people in his own image; God patterned them after himself; male and female he created them”(Genesis 1:27). Creationists believe that in order to be saved and enter heaven you must confess your sins, repent and accept Jesus Christ into your heart. Additionally, one particular translation of the bible exclaims: "Dear children, don’t let anyone deceive you about this: “These people (evolutionists) belong to this world, so they speak from the world’s viewpoint, and the world listens to them. But we (creationists) belong to God; that is why those who know God listen to us"…(1 John 3:7).6

It seems to me, quite evident that all of thee above various alternative subjects, postulates and theorems are disregarded and frowned-upon because they are rather controversial. Some of the biggest controversy dwells within the views of Evolution and Creationism. Theoretically speaking, you really have to believe-in one, the other or neither. Pertaining to topics so sensitive and serious, it’s okay to be on the sidelines still grasping the facts and weighing your options, but it’s very dangerous to play both sides of the field. Are you an Evolutionists or are you a Creationists? Do you believe that the theory of Evolution is true, do you believe in the biblical story of creation, or do you have your own personal beliefs? Do you have your own religion or do you believe the evidence the science of evolution suggests? I have only written this to present you with both sides and define my own personal position; but in the end, you have to decide for yourself what you believe and where you stand on the teaching of alternative subjects in Public Schools. All I ask is that you read this piece with an open mind. And remember, you don't have to believe what I believe or approve of it, but you should be respectful when presenting your contrary opinions so as to not offend or insult me or anyone else. I personally believe that acceptance and respect are reciprocal and that the teaching of both these virtues starts at home and should be continued at School (whether that School be Public, Private, Charter, Military or whatever).7

The Dover Case (Dover, Pennsylvania) eventually (or at least for right now) put an end to the whole Evolutionists (I am man hear me roar from the top of my man-made tree) battle with Creationists (Accept GOD or burn mentality). According to my recollection, the judge ruled that teaching Intelligent Design in Public School Science Classes violates the Separation of Church and State Law, violates students Constitutional Rights and the Establishment Clause in the Constitution because Intelligent Design (although a reasonable idea) is not Science because it's not supported with Scientific Evidence and therefore doesn't belong in Public School Science Classrooms (but does that necessarily mean that discussions pertaining to such topics are prohibited in classrooms besides the Science Classroom?). The alternative subject of Intelligent Design can be defined as (but is not to be confused with the alternative subject of Creationism, for the two are two completely different postulates); the idea of Intelligent Design is a perspective that suggests, but is not limited to the following proposal: the entire universe and everything in existence is extremely complex, as a matter of a fact, too incredibly detailed to have come-about by any means other than the aid of an unknown/undiscovered Intelligent Cause or Agent.8

In conclusion, (FACT): an estimated one third to one half of Americans do not accept the theory of Evolution. "With all the scientific technical
advantages and testing equipments available today, human nature is still extremely complex and mysterious; although I have my own personal beliefs, I don't believe that it is our place to question the nature of man, for how will we ever know if our drawn conclusion is accurate or if we as a people are just destined to deceive and be deceived" (Natasha Dunbar). All in all, “This is the message we have heard from the beginning" (1 John 3:11), “In the beginning God created”… (Genesis 1:1), “He is the creator of everything that exists”… (Jeremiah 10:16), literally accepted as truth or not, it is but actuality.9

For can you imagine walking around the world with only one eye? I mean, you were born with two eyes, but somewhere during the course of your lifetime-someone else decided that you didn't need both eyes, and so the other one was plucked out. Can you imagine walking around the world with only two ligaments? I mean, you were born with two legs and two arms, but during the course of your lifetime-someone else decided that you didn't need all four ligaments, and so a leg and arm were chopped off. Can you imagine walking around the world with only five fingers and toes? I mean, you were born with all twenty; but somewhere during the course of your lifetime-someone else decided that you didn't need them all; so five fingers and five toes were cut off. In accordance, can you imagine a half-taught or half-learned education?10

Dear reader, (merely reconsider)…
How important is the government that governs, without the governed?
How important are the governed, without the government that governs?
How important is the teacher that teaches, without students to teach?
How important are students, without teachers to teach them?
How important is the religion, without the people who practice the faith?
How important is the answer to a question, without the person who asked “why”...?
Of how much more value is an undereducated child to current day civilization?
Dear reader, (always consider)…11


With Humble Intent, An Undereducated Public School Student12