In the public schools, this is one of the most heated topics regarding the Science curriculum. This article is to potentially serve as a source for school districts in the need of a safe stance. All accounts regarding the origin of life and how such a vast diversification of life (dogs, cats, snakes, etc. kinds vs. species) have the same basic flaw in them.
All origin and diversification of life stories require belief in events not observed and recorded by an independent source. All ‘creation’ stories require periods of time before a human was present. As such, we can never validate any story with science due to lack of observational or empiric data. Flat out, we were not there and the past is the unobservable past.
So to that extent, I recommend any school system that deems itself neutral to adopt the following position statement to be distributed to parents.
Stance on the Origin and Diversification of Life
The debate regarding the origin of life and the subsequent diversification of it will not be addressed in this school district’s Science Curriculum. As all origin stories are unobservable it is not in the interest of this school district to speculate. All students are encouraged to research this topic on their own time if they and their parents so choose.
As a starting point for any research, we have compiled a list of some of the origin stories to begin any research.
| Ainu | Apache | Assyrian | Australian Aboriginal | Aztec | Babylonian |
| Boshongo | Celtic | Chelan | Chinese | Choctaw | Comanche |
| Dakota | Digueno | Efik | Egyptian | Ekoi | Evolution |
| Fans | Greek | Hawaiian | Hindu | Hopi | Hungarian |
| Huron | India | Int. Design | Inuit | Iroquis | Japanese |
| Judeo-Christian | Korean | Lakota | Mande | Maori | Mayan |
| Mik’Maq | Miwok | Mongolian | Navajo | Norse | Olori |
| Philippine | Pima | Roman | Romanian | Salish | Shilluk |
| Tahitian | Vodun | Yokut | Yoruba | Zulu |
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