Evolution is the process of how life has evolved over time. Many different people think different about evolution and how the world and everything in it came about. Some people think that evolution is how everything came together. Where we started off as a bunch of molecules formed and bunched together to create the world. Others believe that we came about from God. The master that created us all with the power of his hands. But when it comes to school how should we treat this situation? Some say that if evolution is being taught then God’s way should be too. Which if you really look at it that is the fair and right thing to do. Although, they also say to completely cut out evolution and just not teach either of them since we can’t come to an agreement that fits everyone’s beliefs. In my perspective evolution should be taught in school along with Gods ways. Without evolution being addressed then we cut out a big chunk of science that needs to be taught. In the same way, teaching about how God created the world lets kids think among themselves what they believe by giving an opposing side
In the articles “Critiques of Darwinism Evolution Should Be Taught in Science Class” an “Intelligent Design Should Not Be Taught in Science Class” they point out why they think evolution should/shouldn’t be taught in schools. In the article “Critiques of Darwinism Evolution Should Be Taught in Science Class” shows how Stephen Meyer and John Campbell think that evolutionary theory should be taught in class because it is the only perspective on how life was originated over time. They state that they (science teachers) are just educating students on the world. They aren’t bashing religions or trying to tell the students to go against their beliefs an...
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...Curricula." Education. Ed. Mary
E. Williams. San Diego: Greenhaven Press, 2000. Opposing Viewpoints. Rpt. from "What's a Teacher to Do?" Rethinking Schools 12.3 (Winter). Opposing Viewpoints in Context. Web. 18 Nov. 2013.
Meyer, Stephen C., and John Angus Campbell. "Critiques of Darwinian Evolution Should Be
Taught in Science Classes." Education. Ed. David Haugen and Susan Musser. Detroit: Greenhaven Press, 2009. Opposing Viewpoints. Rpt. from "Teach the Controversy." Discovery Institute Center for Science and Culture. 2005. Opposing Viewpoints in Context. Web. 18 Nov. 2013.
Nelson, Craig E. "Intelligent Design Should Not Be Taught in Science Classes." Education. Ed.
David Haugen and Susan Musser. Detroit: Greenhaven Press, 2009. Opposing Viewpoints. Rpt. from "Design Isn't Science." Journal Gazette 28 Aug. 2005. Opposing Viewpoints in Context. Web. 18 Nov. 2013.
Robert Root-Bernstein and Donald L. McEachron, “Teaching Theories: The Evolution-Creation Controversy,” The American Biology Teacher, Vol. 44, No. 7 (Oct…1982). This article, written by Robert Root-Bernstein and Donald L. McEachron sheds light on the controversy of evolution vs creationism in schools and the validity of each being called a scientific theory. The work was created to answer the questions, “Which of these theories is truly scientific and which is a religious belief? Which should be taught in schools?” The article concluded in favor of evolution as a valid scientific theory that should be taught rather than creationism, but also mentioned the worth of understanding the latter.
Evolution and Creationism are both fact and theory but the question is which one should be taught in schools? Only a few school distracts have approved the teaching of evolution because it has more senitific evidence than creationism to prove that it is true. According to a new Gallup poll, just 39% of Americans believe in evolution. The Gallup polls also show that those Americans with higher education believe in the theory of evolution as opposed to those with only high school diplomas. The polls found that 74% Americans with post-graduate degrees believe in evolution theory compared to 21% of Americans with only high school diplomas. The Gallup polls suggest that the belief in the theory of evolution is associated with education. Evolution should be taught in schools because it has more scientific evidence to support it than creationism does. Also, public schools should not teach things that have to do with God, such as creationism, because the Constitution requires the separation of church and state. Finally, if we do not allow schools to teach evolution it would be a form censo...
Teaching of evolution has several issues. One of the main issue is that it is unfair to some students with a background of Christianity. Christians believe in Creationism, meaning God created the whole world or if not, most of the world. Darwin's theory of Evolution is complete contradictory of this. In the Bible, it is stated that God made humans in His image while Darwin's theory says that Humans evolved from monkeys. It is basically proving that God, does not exist, violating the first amendment, Freedom of Belief. The first amendment states "..respecting the establishment of religion..." When Christian students listen and are forced to learn the theory of Evolution, it is restricting them to worship without obstacles and is therefore, disrespecting the establishment of religion by defying the existence of God. "If Genesis were interpreted as symbolic, as a myth, fable or fantasy, then the entire role of Jesus would have to be reinterpreted."(http://www.religioustolerance.org/ev_school.htm)
Le Beau, Bryan F. "Science and Religion: A Historical Perspective on the Conflict over Teaching Evolution in the Schools." EbscoHost. MARHO, n.d. Web. 5 Nov. 2013. .
One way to address the question is whether or not creationism, in itself, is a valid idea to be taught in public schools. The answer to this can be yes. Not only should a student in American public schools learn and acquire knowledge in empirical sciences, and other tangible facts both in history and other courses, but he should also learn how to think and make decisions for himself. Unfortunately, as it turns out, creationism is in direct conflict with the biological theory of evolution. Many fundamentalist propose that creationism should replace, or at least be offered as an alternative to Darwin’s theory of evolution.
After reading the preceding two sentences, we can come to the conclusion that the creation - evolution debate is really a matter of faith, either there is a Creator or there is no Creator. However, at the same time the main battle of the debate is over what is taught in our public schools. This creates a problem, particularly for creationists, because separation of church and state keeps religious criticism to evolutionary theory away from the classroom. The Kansas Board of Education decision to eliminate evolution and the Big Bang Theory from statewide tests reflects the resulting pressure on school officials to chose between what many have come to view as two mutu...
The only theory of creation that teachers are allowed to teach in public schools is the theory of evolution. No other idea is considered and this is not acceptable. Many people think it is closed minded to only teach one religion, but that is a two way street. It is also closed minded to only teach evolution. Someone may argue the reason why they only teach evolution is because if they teach any religion based theory then it forces religion on people. Teaching evolution forces a different belief on religious people. We need to find a way to teach multiple theories.
The fact that Abiogenesis is a separate field of study than Evolution should incline creationists to be more amenable to having evolution taught in schools. In fact, this was one of the main arguments of the plaintiffs in the aforementioned Kansas Board of Education hearings used in order to justify the teaching of evolution in the science curriculum. Mr. Irigonegaray stated in his closing statement, “Draft 2 accurately represents science as neutral in respect to the nature of spiritual reality.” (7) This means that science is not on a mission...
Since the Scopes Trials came to a close, the Supreme Court enforced the teaching no of evolution in all public schools across the US in 1987. The interesting part was that most people believe that the Supreme Court had banned the teachings of creationism, but the decision stated that creation is no more than how life began (“Teaching Creation,” 2010). The case that made the decision, Edwards vs. Aguillard, actually allow public schools to teach either creation or evolution, as long as the teacher does not mention God in the picture. This fact can depict one’s belief in God and how humans came to the form that humanity is in today. The belief of creationism is correct, rather than evolution, because the belief proves the existence of God.
In 1859, Charles Darwin published his groundbreaking Origin of Species, which would introduce the seminal theory of evolution to the scientific community. Over 150 years later, the majority of scientists have come to a consensus in agreement with this theory, citing evidence in newer scientific research. In an average high school biology classroom, one may imagine an instructor that has devoted much of his life to science and a predominantly Christian class of about twenty-five students. On the topic of evolution, one of the students might ask, “Why would God have taken the long route by creating us through billion years of evolution?” while another student may claim “The Book of Genesis clearly says that the earth along with all living creatures was created in just six days, and Biblical dating has proven that the earth is only 6000 years old.” Finally a third student interjects with the remark “maybe the Bible really is just a book, and besides, science has basically already proven that evolution happened, and is continuing to happen as we speak.” A secular country like our own does and should treat each argument as valid. However, only the third student’s argument cites scientific backing. Is it fair that we are denying that intelligent design be taught as an alternative to evolution in our science classes? When a belief has no legitimate scientific backing, it is not science, but rather a philosophy, whereas biology is in fact science, which is why intelligent design does not belong in science classes in public schools.
In the uncertainty that the modern world is, there is one law that stays petrified in stone no matter what happens: “Things change with age.” No matter if it is in history, science, or even Pokémon, things change as time passes by and this process is called evolution. The theory formulated by Charles Darwin is the belief that all organisms have come from earliest creatures because of external factors (“NSTA…”). School boards everywhere have accepted the theory of Evolution as fact making it essential to be in the curriculums of science classrooms. However, over the years, controversy has arisen as the fact that is evolution is still only a theory with flaws and setbacks, efficiently making other theories (i.e. intelligent design) a viable alternate in the classroom. The law, on the other hand, had a different idea about these other theories with numerous bans them from schools, claiming them to be against the second amendment. Despite the bitter debate of rather or not it is valid and right for teaching (primarily alone) the theory of evolution lies as being the most reliable and accurate way to teach how the modern world came to be.
... in species. Evolution, a fully objective topic, is indeed backed by large quantities of convincing research, and children should be free to have their minds opened to this important law of nature. Darwin actually documented his own doubts in evolution as it was first proposed, but as more data was gathered he began to firmly believe his theory was correct. There is more than enough research to convince people of this scientific truth; all that is needed is more open-mindedness among students and teachers alike. The objective facts supporting Darwinism show that the topic is something that students should have a right to learn. As our knowledge of science evolves, it is clear that evolution will one day be fully accepted. At this point, however, people should work to expedite this acceptance for the advancement of science and the liberation of the minds of students.
In 1895 Charles Darwin published a book describing his theory of evolution, and his theory of the natural selection process. This theory caused much uproar in the religious community because Darwin’s theory went against the story of creation portrayed in the Holy Bible. His theory claimed that all life currently in place had evolved and adapted from a single organism in the beginning. Over time and by process of natural selection only the dominant species were left over while the other, less dominant species, went extinct. His theory, backed by scientific analysis, had dismissed the idea of a single deity creating all life on Earth. It is not like Darwin had a personal agenda against religion or anything, but he did create what would become the main evidence used by atheists to disprove the Bible. Now his theory is still theory, and is yet to be proven as a fact, but is still believed by much of the scientific society as a fact. The struggle between the religious and the atheistic will rage for many years, but where the battle will cause the most damage is in the American school system. The thesis of this paper is, teachers must be required to teach evolution; which is already in place in the American school system, but teachers cannot be allowed to teach evolution as a fact, or evidence disproving the existence of a god. On top of all of that, they must as well allow the expression of opposing viewpoints.
Critical thinking about evolution must start with a solid understanding of what evolution is and how contemporary scientists understand it. It is important to explain evolution at a young age to individuals that will understand it more efficiently. it is not meant to bring down the religion that is taught or practiced at home. For students to enter into the world of science they must have a clear understanding of evolution or it will come down to questioning every aspect of a theory, because they believe in only religion. In a situation like that it will be difficult to find cures for diseases if you don’t know where to start. They must understand that if they want the answer they always have a staring place so that they may know how a certain plants and become what it is today. If evolution is not taught students will not achieve the level of scientific literacy needed to be well informed citizens and prepared for college and STEM
Ever since the idea of evolution came about there have been all kinds of debates, including trials, over the subject. When Charles Darwin first thought of his theories he did not know what would come of it. Evolution contradicts religious beliefs, which makes teaching it a touchy subject for some students. However, students can take it if the subject is approached in the right way. Students must learn the sound science behind evolution and realize that religion is different than science. Overwhelming evidence shows that evolution is real and should be taught in all schools.