The Need for Institutes, Faculties or Departments of Omniology in Mainstream Education:

It is often the case that students in mainstream education are provided with information that supports the bias of the teacher or educational establishment which produces the curricula.

In such cases information which completely contradicts that bias is rarely formally included in any curriculum, as a result of which students are often led to believe that theories are facts, or that certain theories are the only theories worth exploring.

For example, the Theory of Evolution and the many scientific theories regarding the relatively mechanistic Nature Of The Universe are based on unproven assumptions or hypotheses.

However, in the UK at least, there is a general tendency for orthodox schools, colleges and universities to:

1] Teach the Theory of Evolution, broadly in agreement with the ideas of Charles Darwin, in such a way as to imply that this is fact, rather than theory.  

2] Teach that the Universe is something that is a) not alive and b) not sentient..

Yet there are very many extremely well-reasoned explanations regarding The Nature of The Universe and why Life is as it is, which disagree in part or in whole with the scientific theories accepted by the mainstream. Such controversial theories and reasoning are generally deemed, therefore, to be unacceptable subjects in mainstream educational establishments ~ and so are simply not taught.

Given that Omniology per se may be accurately defined as:

The Study Of:

The True Nature Of All

...it follows that in any bona fide Institute, Faculty or Department of Omniology  ALL such theories are regarded as being legitimate areas of study and comparison.

In short, the task of any Omniologist is to understand their own personal bias and beliefs, and yet still take an honest step into absolutely any subject whatsoever, “In order to determine the TRUTH through original exploration, as well as the TRUTH within any and all existing explanations that relate to that subject”.