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I try very hard to be tolerant of others' beliefs. I don't pretend to have all the answers and I certainly don't want to begrudge others answers that work for them. However, I draw the line at the whole false equivalence of the Intelligent Design/Evolution argument. In fact, even though I recognize it goes against the Constitution, I'm not sure that shouldn't be a test for elected office: If you feel that the idea of Intelligent Design (which can not be proven in any kind of scientific way) should be taught alongside with evolution (which is as much a theory as gravity is), then you do not belong in a position where you can make that decision.

Which makes Louisiana Governor Bobby Jindal all that more frightening for being on the short list for the Republican Veepstakes. On Face the Nation, Jindal tells guest host Chip Reid that even though we should teach our kids at the highest levels of science, it's wrong to "withhold" from them the concept of Intelligent Design.

As a parent, when my kids go to schools, when they go to public schools, I want them to be presented with the best thinking. I want them to be able to make decisions for themselves. I want them to see the best data. I personally think that the life, human life and the world we live in wasn't created accidentally. I do think that there's a creator. I'm a Christian. I do think that God played a role in creating not only earth, but mankind. Now, the way that he did it, I'd certainly want my kids to be exposed to the very best science. I don't want them to be--I don't want any facts or theories or explanations to be withheld from them because of political correctness. The way we're going to have smart, intelligent kids is exposing them to the very best science and let them not only decide, but also let them contribute to that body of knowledge.

Really? Should we also let students "decide" on whether the theory of gravity makes more sense to them than the notion of a benevolent God moving us around on puppet strings? Does that contribute to the body of scientific knowledge?

Transcripts below the fold:

REID: Let me make a sharp turn here to a different issue, an issue that has raised some controversy. Now, you were a biology major in college. I think you had a double major. But you were a biology major, and you support the teaching of intelligent design in schools. Do you have doubts about the theory of evolution?

Gov. JINDAL: A couple of things. One, I don't think this is something the federal or state government should be imposing its views on local school districts. You know, as a conservative I think government that's closest to the people governs best. I think local school boards should be in a position of deciding the curricula and also deciding what students should be learning. Secondly, I don't think students learn by us withholding information from them. Some want only to teach intelligent design, some only want to teach evolution. I think both views are wrong, as a parent.

REID: But how about you personally? Where do you stand personally on the issue?

Gov. JINDAL: As a parent, when my kids go to schools, when they go to public schools, I want them to be presented with the best thinking. I want them to be able to make decisions for themselves. I want them to see the best data. I personally think that the life, human life and the world we live in wasn't created accidentally. I do think that there's a creator. I'm a Christian. I do think that God played a role in creating not only earth, but mankind. Now, the way that he did it, I'd certainly want my kids to be exposed to the very best science. I don't want them to be--I don't want any facts or theories or explanations to be withheld from them because of political correctness. The way we're going to have smart, intelligent kids is exposing them to the very best science and let them not only decide, but also let them contribute to that body of knowledge.

That's what makes the scientific process so exciting. You get to go there and find facts and data and test what's come before you and challenge those theories.