to the National Academy of Sciences Conclusion in
"Science and Creationism"
Empirical Science and
Metaphysical Creation & Evolution
Empirical Science is not the only way of acquiring knowledge about ourselves and the world around us. Humans gain understanding in many other ways, such as through literature, the arts, philosophical reflection, and religious experience. Empirical scientific knowledge may enrich aesthetic and moral perceptions, but these subjects extend beyond empirical science's realm, which is to obtain a better understanding of the natural world.
The claim that equity demands balanced treatment of metaphysical macro-evolutionary theory and metaphysical special creation theory in science classrooms reflects an intellectually mature understanding of what science is and how it is conducted. Empirical scientific investigators seek to understand natural phenomena by observation and experimentation while Metaphysical scientific investigators seek to understand natural phenomena by unobservable supposition and conjecture. Empirical scientific "interpretations of facts" and "the explanations that account for them" therefore must be testable by empirical observation and experimentation.
Empirical predictions of Metaphysical Creationism, intelligent design, and other claims of supernatural intervention in the origin of life or of species, along with those of Metaphysical Evolutionism, unintelligent explosions, and other claims of supernatural random accidents in the origin of life or of species are equally useful in science because they are both testable by the methods of science. Those metaphysical claims that tend to subordinate observed data to statements based on academic / theological authority, human / divine revelation, or philosophical / religious beliefs are defined as dogma and not science. Documentation offered in support of these metaphysical claims is typically limited to the special publications of their advocates. In spite of any dogmatic claims, these publications, do in fact, offer hypotheses subject to change in light of new data, new interpretations, or demonstration of error. These are consistant with the scientific method, where any hypothesis or theory always remains subject to the possibility of rejection or modification in the light of new knowledge.
Any body of beliefs that has its origin in metaphysical doctrinal material, as long as it is subjectable to scientific observation, interpretation, and experimentation should be admissible as science in any science course. Incorporating the teaching of such doctrines into a science curriculum enhances the objectives of public education. Empirical Science has been greatly successful at explaining natural processes, and this has led not only to increased understanding of the universe but also to major improvements in technology and public health and welfare. The growing role that science plays in modern life requires that the empirical scientific method be taught in science classes to test the metaphysical claims of Creation and Evolution.