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The concern of many scientists is not that Creationism may be added to school curricula, but that it is to be taught as if it were a science. To be sure, if creationists were to set well posed hypotheses and carry out experiments or observations of the physical world to search for evidence to support their theories, if they were to make concrete predictions (even predictions about cause/effect or correlative relationships that happened in the past) and somehow test them, then I would welcome the inclusion of these hypotheses and tests in my child's science class.

If on the other hand the case for teaching creationism in school is based on it's merit as an important aspect of human thought, then by all means teach it along with Greek mythology. But do not dare to suggest to my child in his science class that this mewling, finger pointing and pointless semantic discussion engaged in by much of the creationist community regarding the meaning of the words "truth" or "fact" or "faith" has anything to do with a scientific investigation.

What I need for my child to learn in science class is how to identify meaningful questions, how to think about the known in order to make predictions about the unknown, how to creatively design tests that isolate evidence to support or refute the theory, and how to interpret the data in an unbiased way to learn more about the world. I am concerned about the inclusion of creationism in science class because in its present form, it will interfere with these ideas that I believe are the most important ones to impart.

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