2. Is the world view that is behind the approach to issues of origins a matter of great concern to many parents? Does the approach have huge implications well beyond the confines of the subject? Where there is a world view conflict between teachers and parents is this a recipe for a very uncomfortable parent/school relationship?
3. Is the tendency of strict methodological naturalism to become closely allied to philosophical naturalism and in some cases to become indistinguishable?
4. Do both philosophical naturalism and methodological naturalism tend to lead to an overly positive view of the evidence for abiogenesis and macro-evolution?
5. If scientists say that science education should be taught in an atmosphere of philosophical naturalism and parents say that they want science taught in an atmosphere of theism who should win?
6. If the majority of parents want a religious ethos and environment for their children during their formative years does the state have the right to deny them their desire? Is it right for the tax system to be used to provide an education which ends up being hostile to the worldview and ethos that the majority of parents desire? Is this a stable situation in the longterm?