To believe in something is a deeply personal experience that often defines our ability to find truth in the world around us without having absolute proof of correctness. A belief in faith, humanity or love is an individualized conception based on your own constructions of what you think should be.

A belief in science, however, is misleading. Believing in evolution is a misnomer. One does not believe in a scientific theory.

Religious beliefs aside, one must either reject or accept the claim based on available scientific evidence. This is why the recent discussion of House File 183 in the Iowa legislature is unreasonable — we might even say absurd, but that’s just us.

The legislation, titled the “Evolution Academic Freedom Act,” would allow the “full range of scientific views regarding chemical and biological evolution” to be heard throughout the school system, including elementary, secondary and postsecondary schools.

Although the title attempts to portray the legislation as a champion of scientific thought, it is merely a way for those who don’t “believe” in evolution, without reprimand or punishment, to call into question the science of the prevailing — for nearly 150 years now — scientific theory of how humans came into being. No credible alternative to the theory of evolution has been found within the scientific community. Instead, hordes of fossil and molecular evidence has been gathered to corroborate Darwin and Wallace’s basic premise since the time their theory became known to the public.

Allowing educators to present concepts that are in opposition to what nearly all scientists accept to be true would be like granting permission for teachers to rewrite history. This is a dangerous power, since teachers mold young minds. Therefore, the state government should not condone the ability of instructors to teach concepts that are unsubstantiated scientifically.

Obviously religion is a crucial part of many people’s existences. It gives meaning and enlightenment to millions worldwide. But to allow religion and science to be presented to students as if they have to choose between which they agree with is unfair and inaccurate — a wrong juxtaposition of two entirely different entities. Instead, students should be presented with the facts, then given the opportunity to agree or disagree with the conclusion they draw from the available evidence. Any discussion of religion in this setting, one of a scientific realm, is inappropriate.

Although the bill is said to have a feeble chance of getting passed, it is important to remember that enforcing the separation between church and state means giving students only fact-based evidence for evolution, and encouraging students and instructors to leave religious beliefs out of the classroom.