In the USA and throughout the world, an ongoing debate is taking place. It is a debate about which subjects should be taught to children in school particularly as education relates to the subject of science. For instance, should the focus of the school's science curriculum be on teaching children about classic scientific discoveries or should the focus be on teaching non-traditional, unproven, alternative theories about the origin of the Universe, the origin of Earth, and the origin of life on Earth? Should the focus of the school's curriculum be about teaching strict adherence to religious dogma to the exclusion or demotion of scientific study?
While, personally speaking, I am a proponent of the scientific educational method, I also staunchly support freedom of religious worship. Personally speaking, I think that science should be taught in schools, and religion should be taught in churches and other places of worship. In contrast to religion, I hold the opinion that the scientific educational method offers a systematic, rigorous, robust, testable, reproducible, well-documented, and more compelling framework for deciphering, explaining, and understanding the probable and improbable workings of Nature as illustrated by the next bloc of videos.
Speaking of religion, you will never hear me proclaim that there exists no God. Nobody on Earth really knows with absolute, 100% certainty whether or not some sort of God exists somewhere out there in the vast Universe. If you believe that the Universe was created by God and is governed by God (the Spiritual, Supernatural, Divine, or Omnipotent), then it is your prerogative to do so; your viewpoint would be an equally plausible one. The decision is yours to make when it comes to choosing whether to follow a particular belief system and which belief system to follow.
When it comes to daily life, I hold the opinion that it really does not matter whether the origins of the Universe, Earth, life on Earth, and human beings are explained by certain scientific theories or are attributable to Allah (Islam), God (Judaism and Christianity), Brahman (Hinduism), Ahura Mazda (Zoroastrianism), or some other supernatural force. What matters is that humans learn to live in peace. What matters is that humans treat one another with courtesy and respect as a routine part of daily living. What matters is that humans remain civilized and humane as a routine part of daily living regardless of their beliefs without recourse to hatred, violence, and murder against those with whom they disagree. What matters is getting a good education and finding your niche in the broader civil society. What matters is becoming a productive and self-supporting member of civil society. What matters is being a responsible and law-abiding member of civil society. What matters is enjoying and making the most of your brief span of life on planet Earth. What matters is that the human species survives and thrives for millions and even billions of years into the future.
When it comes to probing the great philosophical and metaphysical questions of the day (such as the origin and fate of the Universe, the origin and fate of Earth, the origin and fate of life on Earth, and the origin and fate of the human species), I think that educational institutions (such as schools and universities) should be about enhancing the human stock of knowledge as set forth by varied educational curricula. I do not think that education should be used as a mechanism for religious advocacy.