Genetics or Genesis? No one knows the true origins of humanity, but that doesn’t stop people from arguing relentlessly on the creation of the universe. The debate between two theories, creationism and evolution, has surfaced in national news and has become a concern for some LZHS students.

The theories themselves are simple: creationism is the belief that God created the universe as stated in the bible, and evolution derives from the Darwinist belief that species inherited traits from past species. Under Illinois law requirements, LZHS incorporates evolution into the curriculum and does not teach creationism.

“I think [teaching creationism] is the fairest thing; I have to learn about evolution even though I don’t believe in it,” Bailey Howell, junior, said. “All theories that are significantly supported should be taught.”

Sydne Williams, junior, echoes Howell’s ideas.

“[Schools] teach evolution and that’s a theory, so why not learn other theories as well?” Williams said.

Despite the wishes of these students, the government demands church and state remain separate, according to science teachers Susan McBride, Robert Moore, and Bethany Tollberg, who is currently teaching in Honduras.

“Once you open up creationism [to the curriculum], there’s conflict because you must ask,  ‘Whose idea do we teach?” Tollberg said. “You’re religious beliefs can’t mix with science.”

Tollberg said she believes in intelligent design, meaning she believes a greater power guided the evolution of species.

Tollberg is not the only teacher with a religious personal belief, as McBride says she believes in creationism, too. However, McBride said she teaches “current science” as the state requires.

“When we teach evolution, I tell the class I don’t want to offend anybody, but we have to stick to a ‘scientist’s point of view’,” McBride said.

According to a Bear Facts survey taken in March 2011, 58 percent of LZHS students agree with this scientist’s point of view, and do not want creationism taught in school.

“Creationism is not able to be tested, it’s a matter of faith,” Moore said.
“[With evolution], there are things that are pretty spelled out. There’s evidence in living organisms.”

Lauren Auster, junior, supports the district’s current content in science classrooms.

“We’re not all Christian, and we should keep religious matters outside of school,” Auster said. “Honestly, we can’t even celebrate Christmas, how would creationism in the curriculum ever work?”

Although Brian Agustin, LZHS science department chair, explains the distinct is “very content” with the curriculum, the matter is not black and white. Some teachers recognize the potential benefit of teaching differing theories.

“The broader the worldwide view, the better it is for students,” Tollberg said, “but it would be very difficult [incorporating creationism], and it would depend on how it’s presented.”

Moore offers another alternative.

“If we had a philosophy or comparative religions class, that’d be the place for it,” Moore said.

District 95 has no plans to incorporate creationism into the curriculum. For now, creationist believers like Williams can live with this fact.

“I can always learn about [creationism] at church,” Williams said, “and even though I’m taught evolution, it’s not like I have to believe it.”