In this article, Bryan Warnick discusses not so much whether creationism should be taught in schools, but how evolution should be taught. He contends that if we are going to prohibit the teaching of something like Intelligent Design (ID) in science classrooms because it is unscientific, what implications does that then have for how we teach evolution? Warnick's goal was to uncover the most fair and consistent position. To analyze fairness in science class, it must first be acknowledged that there is much overlap of the biological and geological basics between the Darwinian evolutionist and the ID theorists. After further evaluation, Warnick concludes that, when the theories converge, as they do when they both make claims about what stands behind nature, they should be treated the same. Another way to be fair is to open science class to the philosophical debate about what lays behind nature, and give both sides a voice in this long and heated debate.