For every piece of knowledge that we come across, there exists a multilayered way of understanding and interpreting it. Very often, it is by close analysis of these diverse and differing perspectives of information that each individual is able to add to their perpetually growing store of knowledge. Consequently, if the numerous ways of understanding a particular topic are not taken into account by learners, they often develop a very singular way of framing their perception of different subject matter, and the world at large. As educational Paulo Freire puts it, “[Students’] capacity to intervene, to compare, to judge, to decide, to choose, to desist makes them capable of acts of greatness…”1 It is the job of educators, therefore, to present their students with as many ways of approaching and understanding particular subject matter. This has the effect of giving each student numerous perspectives of knowledge, on which they can exercise their innate, democratic right to choose what they want to learn. It is for this precise reason that the topic of evolution should be taught in schools; not to impose on the value of those that prefer to believe in creationism, but to allow individuals to choose which of the two they would rather learn.