... each with its own beauty, and each with a story to tell.

Some beliefs may be subject to such instant, brutal and unambiguous rejection. For example: no left-coiling periwinkle has ever been found among millions of snails examined. If I happen to find one during my walk on Nobska beach tomorrow morning, a century of well nurtured negative evidence will collapse in an instant.

World views are social constructions and they channel the search for facts. But facts are found and knowledge progresses, however fitfully.

Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?.

We are glorious accidents of an unpredictable process with no drive to complexity, not the expected results of evolutionary principles that yearn to produce a creature capable of understanding the mode of its own necessary construction.

What's important is that all human knowledge be made available to all intelligent people who want to learn it.

It's true that the level of scientific knowledge among adults is very low, but that's not because there isn't a natural interest. I think most kids are fascinated by the natural world. I've often said that if you could quantify the mental power involved in all the dinosaur names correctly known and correctly spelled by 5-year-old kids in America, you could move any mountain on earth.