It is annual practice in science classes to discuss origin theory. Whether it be evolution or Big Bang, it is studied and discussed. It is wrong that other theories are not brought up in in-class discussions, more specifically, creationism or intelligent design (ID).
Evolutionists say all life came from one species of single-celled organisms, the Big Bang theory states that the universe came into existence as a result of a monstrous explosion in space and creationists believe the world as we know it was created by a higher power or deity.

Everybody wants to know how the world we live in came to be. It is the biggest question humans ask. It is difficult to understand why every option on the table is not explored, and why some theories are taught over others.

There is plenty of scientific evidence to support other theories of how the universe came to be. Yet the public education system usually chooses to overlook anything having to do with a form of higher power, even though ID is not a religion and does actually reside in the realm of science. It is interesting that right alongside ID is the Big Bang and evolution, all of which are found in the category of pseudoscience. Pseudoscience is full of ideas which cannot be tested and lack factual evidence, but some are feasible speculation worth remembering and even researching.

It takes an incredible amount of faith to believe a random explosion in the cosmos can result in a complex, diverse ecosystem, or that every living thing evolved from a single-cell organism, but for many it is considered absurd to have faith in a creator who designed the universe. Look at a building, a car, a television; all of them were put together by someone or something. Everything we see in this world had to have a builder. It is common sense. Houses do not explode into existence. Why then, would Earth?

Every origin theory has its strong points and each has its gaps, some very major; every theory also requires an indefinite amount of faith. Everyone is in the same situation, desiring their ideas to be heard and seen as credible and wanting their beliefs to be right. These goals should be respected and everyone should work together to reach a solution instead of competing in a massive guessing game.

I am not saying it is the school system’s job to teach religious ideology. Rather, public educators should explore all of the possible options without prejudice or bias, and respect the views of others. Because, in truth, it is not about religion, but about finding an answer. If all theories are not mentioned, perhaps origin should not be discussed.