Pete Chadwell, a graphic artist in Bend, Oregon understands what so many Darwinists don’t: students are being short changed in their science education when they learn only half the story about evolution. Teaching students both the scientific strengths and weaknesses is good education, good science, and good for students.

Darwin himself would support this approach to teaching evolution. As Darwin wrote in the Origin of Species,

“A fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.”

And as science teacher John Scopes said some 80 or so years ago,

“If you limit a teacher to only one side of anything, the whole country will eventually have only one thought. … I believe in teaching every aspect of every problem or theory.”

So, now we have Pete Chadwell who has an excellent article in today’s Bend Bulletin. Here’s what Pete says:

If one believes we should continue to conceal the evidence against evolution, one must answer some very tough questions: What good can possibly come from withholding scientific evidence against ANY scientific theory? How does that not undermine the integrity of science itself? Isn’t scientific experimentation and discovery supposed to be transparent? How is it fair to our children to withhold this evidence?

If, on the other hand, one believes our students SHOULD be taught about the evidences against evolution, then another set of interesting questions is raised: Why has it taken so long for just five states to adopt standards which require nothing more than an objective presentation of evolutionary theory in the classroom? What are evolutionists protecting? What is the rationale for having withheld this evidence and deceived so many students for so many years?

You can read the rest here.