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This article examines the permissibility of teaching evolution in the public schools of a religiously diverse society. Science is committed to methodological naturalism, which is a limited epistemological position that is silent on issues of religious importance. The article argues that it is possible to teach evolution under the assumptions of methodological naturalism without violating the principle, of secular rationale or the neutrality principle which apply to religion in a pluralistic democracy. However, neither creationism nor Intelligent Design qualify for inclusion in a science curriculum. The article ends with a discussion of philosophical and pedagogical approaches that an instructor should employ when teaching evolutionary theory.

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Journal Article

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