By: John Mangels and Scott Stephens

God and science enjoy a peaceful co-existence in most religious schools. Catholic schools have taught evolution and the origin of the species in science classes for decades, and the pope has publicly confirmed the evidence for evolution as science.

"In science, we deal with the scientific theory of evolution," says Sister Mary Ellen Ryan, curriculum director for the Cleveland Catholic Diocese. "In religion classes, we develop the theological implications of creation of the universe and all that is by God."

Or, as the Catechism of the Catholic Church states: "There can never be any real discrepancy between faith and reason, since the same God who reveals mysteries and infuses faith has bestowed the light of reason on the human mind."

Other faiths agree. While creation science is taught in some fundamentalist Christian schools, Eastern Orthodox Christians, Protestants and Jews see no conflict between their faith and accepted scientific views.

Those who support evolution as the best explanation for human origin say the Catholic schools model is a good way of dealing with intelligent design: Teach evolution in science class, and explore other beliefs in separate courses.

"Many of the issues involved [in the development of life] are not scientific as such; they are matters of philosophy, history, of religious sensibility," says Jim Miller, a senior associate of the American Association for the Advancement of Science's dialogue program on science, ethics and religion issues.

A review of intelligent design and other creation beliefs, Miller says, "is clearly appropriate for a discussion of American culture and history."

Those subjects might also fit in a class on the philosophy of science, says Georgetown University theology professor and author John Haught, who specializes in religion and science issues.

Neither man thinks intelligent design belongs in a pure science curriculum, because what it proposes is outside the realm of science and its ability to test the hypothesis.

"The problem is that the quest for truth involves different methods," Haught says. "Science uses a different method than religion. Science is just a method of looking at things in a certain way, and leaving certain things out. What the intelligent design people are doing ... is wanting to change the definition of science. I think that's very dangerous."

But there appears to be little hope for a compromise.

Backers of intelligent design say science class is exactly where the discussion of their view of human origin belongs. To treat intelligent design otherwise is to deny it the side-by-side comparison its supporters say is justified.

"Our goal is to see origin science taught objectively," Intelligent Design Network co-founder John Calvert told members of the Ohio Board of Education last month. "You should allow origin science and evolution to compete on a level playing field."

"Where better to teach scientific alternatives to evolution than in science class?" says American Family Association of Ohio director Barry Sheets. "Relegating intelligent design to a theology or philosophy course is begging the question that it's a religion."

John Mangels is The Plain Dealer's science writer. He may be reached at 216-999-4842 or through magmail@plaind.com.

Scott Stephens is a Plain Dealer education writer. He may be reached at 216-999-4827 or through magmail@plaind.com.