Is teaching science in a science class wrong? Apparently, it is, according to some UA students. Case in point: On Nov. 9, anthropology professor J. Jefferson Reid used parts of a New York Times article that mentioned the theory of evolution in his Anthropology 205: "Clovis to Coronado" gen ed class.

Despite the fact that Reid did not actively back evolution, just using the article to show examples of how differing theories are argued was enough to cause a stir in his classroom. The casual mention of evolution was so controversial, in fact, that two of his students complained to their parents who, in turn contacted, John Olsen, head of the anthropology department.

That the theory of evolution should even be a bone of contention in an advanced country like the United States is embarrassing. That university students would object to learning a scientifically sound theory is academically juvenile. But, that the professor in question would give a formal apology is shameful.

The process of learning challenges the mind to explore avenues of thought previously unexplored. Though these lessons may prove startling and challenge previously held beliefs, they should not cause offense. To disagree is acceptable and even encouraged in an academic setting. However, to take offense means that a personal attack has been made. The mention of evolution is not a direct attack on anyone's beliefs on the creation of the world. Rather, Reid was merely bringing up a scientific theory.

The very act of certain students in an institution of higher learning protesting this invaluable lesson in human development shows the lack of preparedness these students have in furthering their own education. In addition, having parents intervene on one's behalf when most students are legally adults is indicative of these students' immaturity in both the learning process and managing their own problems.

Though the students' actions were lamentable, so were the later actions of professor Reid in issuing an explanation to his class on his reason for using the evolution reference.

No professor should ever feel the need to explain the use of a scientific theory in a science class. Nor should any teacher acquiesce to the complaints of a vocal minority. To do so inhibits the discussion and limits the education of those students who do take their studies seriously, students who are willing to cross into unfamiliar territory in order to seek the truth. This adventurous spirit in scholarly pursuits is the core of any education and we should always strive to achieve this goal.

If UA instructors are afraid to breach subjects of controversy in their own classes, what hope is there for students to spark intellectual debate on their own?

Staff editorials are the opinion of the Wildcat opinions board and written by one of their members. They include Susan Bonicillo, Nate Buchik, Evan Caravelli, Brett Fera, Caitlin Hall and Andrea Kelly.