Lonsberry: Intelligent Design in the Classroom?

Lonsberry: "Do I want my public school to teach children that God created the world and made man in his own image?
The answer is: No.
I believe that God created the world, and I believe that we were made in the image of God.
But I can teach that to my children without the government's help. In fact, I don't want the government teaching religion to my children at all.
Because my religion is too sacred to me.
And I don't trust the government to get it right.
For example, on the issue of the creation, when the Bible says that God made the world in six days, what does it mean? Does it mean six 24-hour days, does it mean six 1,000-year days, does it mean six creative periods of indeterminate length or is it all just a figure of speech or an ancient myth?
The answer depends on which religion you belong to. Different faiths teach different things.
Ditto for how literal the Genesis account is meant to be. Some say it is literally true, others say that it is metaphorical. Which way would it be taught in school?
The Creation as understood by Christians, Muslims and Jews is similar, but different. We all believe in a Creator, and in Adam and Eve, but some of the other stuff we don't see exactly the same.
So whose version do we teach?..."

I don't mind the teaching of science in school, we all need to know how science explains the world around us. What I would object to are teachers that uses the teaching of evolution as a means to persuade their students that their religious views are incorrect. Religion should be mentioned in schools in historical terms, it is not the place of the government to teach religion, mainly because they could never do justice to all the different views that are out there.

Another story said:

"The main players in the ID movement are not even insisting on that much. Discovery Institute, for example, opposes the mandatory teaching of ID in public schools but favors requiring students to be exposed to criticisms of Darwin's theory.
But whether you believe ID theory ought to get equal billing with Darwinian theory, some lesser treatment, or that students should at least be apprised of alleged chinks in the Darwinian armor, what's all the fuss about?
Don't academics purport to champion free and open inquiry? What, then, are they so afraid of regarding the innocuous introduction into the classroom of legitimate questions concerning Darwinism?"