“Who is more Taliban-like, those who would prohibit the discussion of different theories or those who would permit it?”

This question, recently asked in the letters section of the Kansas City Star, concerns Missouri House Bill 911, which would set a new standard for state science teachers, requiring them to teach students the theory of intelligent design (aka creationism) in addition to evolution.

Kansas and Missouri have had their problems over the years, but Missouri needs help from Kansas.

This is not an intervention necessarily, but rather a friendly reminder for our neighbors to the east – private beliefs and public education don’t mix.

In August 1999, the Kansas Board of Education decided to de-standardize the theory of evolution for state tests. That singular action quickly went sour when Kansas became the intellectual laughingstock of the globe – we made West Virginia look like Wellesley.

Of course, Kansas standards never directly dictated science teachers to instruct students in creation science. The state of Missouri, however, is faced with the prospect of reprimanding educators who disobey the ruling.

House Bill 911 has already done substantial damage. The mere fact Missouri legislators had the audacity to introduce a bill to radically revise life science standards has brought the public eye of negativity toward the Show-Me State.

The state of Kansas only recently shed the cloak of infamy that came when the board of education decided mixing public education and private belief was a prudent policy move.

Imagine how long Missouri’s reputation will remain tarnished should the state force science teachers to adhere to this particular standard.

Put aside the fact that intelligent design theory’s validity is contested by scientific fact, if you can. Studies continuously show local education works best. When left to their own devices, parents and local educators are far more adept at providing quality education than state legislators or Washington bureaucrats.

Constricting educators who otherwise perform well is the last thing a good education policy should do. In an April 2001 work, Cato Institute scholar Sheldon Richman, detailed the modern standards movement back to Ronald Reagan’s first administration.

Looking at the current Republican party, it seems they too are supporting the new standards and accountability programs that have done little more than label hundreds of schools as failing due to an unattained (and arbitrary) benchmark.

President George W. Bush and fellow GOP members walk in Reagan’s shoes, increasing federal oversight of education while waving a banner of limited government to appease traditional conservative voters.

At the same time, many Americans do not grasp the legal doctrines set forth in the First Amendment of the Constitution.

While so many supporters of instituting religion and private beliefs into public schools claim freedom of speech to characterize their opponents as “Taliban-like,” they overlook the other components of the amendment.

The freedom of religion so often touted by supporters of pervasive new standards is beset by another doctrine, which states laws shall not be made that respect an establishment of religion. For this reason, the mandatory teaching of creationist theory is just as invalid as mandatory prayer.

This is not to say creationism has no place in school. As evidenced by the proponents of Missouri House Bill 911, a significant number of people accept this theory.

Recognizing that fact without endorsing the theory not only would satisfy the theory’s proponents but also provide a broader vision of belief to students who may otherwise be left to formulate their own ideas without the benefit of educated discussion.

The real issue boils down to who is more harmful to the future of education: Teachers who have performed admirably for years or bureaucrats who want to force their personal beliefs on public schools?

Christopher Harrop is a columnist for The Kansas State Collegian at Kansas State. He appeared on U-Wire.