Teaching materials frequently answer objections to evolution by demarcating science from religion. Because definitions of science shaped by demarcation tend to magnify its empirical features, they weaken students’ understanding of science’s theoretical dimension. Demarcation fails to answer creationism for the opposite reason; by insisting that the observable world is the exclusive domain of science, it undermines the core Abrahamic assumption that nature can make meaningful reference to a divine creator. After exploring how demarcation is employed in a booklet designed to guide educators who address evolution and creationism, the National Academy of Sciences’ Science, Evolution, and Creationism (2008), I conclude by proposing a more balanced approach for teaching about NOS and creationism.

教材经常通过将科学与宗教区别开来来回答对进化论的反对。由于以分界线塑造的科学定义往往会放大其经验特征，因此削弱了学生对科学理论维度的理解。分界由于相反的原因未能回答神创论。通过坚持认为可观察的世界是科学的专有领域，它破坏了亚伯拉罕的核心假设，即自然可以对神的创造者进行有意义的提及。在探索了一本旨在指导解决进化论和创造论的教育者的小册子中如何使用分界法之后，美国国家科学院的科学，进化论和创造论（2008年）之后，我最后提出了一种关于NOS和创造论的更平衡的教学方法。