Letter: Consider all evolution alternatives
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Our legislators are right on target about teaching alternatives to evolution, but they need to require coverage of all viable alternatives. Science classes should at minimum cover theories that have significant support in the modern world. For example, the absence of Vikings in today’s society means we can exclude their theory that the world is the side-effect of a big argument between the gods and the frost giants.
But we need to address the possibility presented by several Native American tribes that mankind crawled up from a series of underground worlds. There should be critical analysis of whether they came along the inside or outside of a giant reed; both views having adherents. There is also conflicting opinion about whether Spider Woman actually created people, or simply led them to the surface.
The Shinto theory is that a male and female god created the first land by dipping a jeweled spear into the ocean, after which they mated and gave birth to the rest of the land and various flora and fauna in turn. The first three women were made from a sword and the first five men from an ornamental chain.
Teachers should be required to enhance their students’ reasoning ability by discussion of the exact order in which species were born, and why. Asia has many variations on the basic concept that a giant being named Pangu passed away and his remains formed the world — his breath became the atmosphere, his flesh became the earth, and the parasites on his body became humanity. Science education needs to address the evidence that this is true, which can be found daily in the pages of The Advocate.
Last, but not least, a number of African tribes share a belief that the Earth, its inhabitants and mankind were all successively vomited up by a god with an upset stomach. This clearly deserves a place in the modern science classroom. Just think for a minute and you’ll probably come up with your own supporting evidence for it.
I hope that no reader who believes in these concepts takes offense at my writing. I am not making fun; I am in dead earnest. Real people, U.S. citizens who vote and pay taxes, hold to these as self-evident truths and have every right to do so.
If we are going to evaluate alternatives to evolution in science class, then it is flat-out un-American to favor one group’s alternative over others.
Walt Eldredge
Retired petroleum employee
Baton Rouge
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