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contrast evolution vs intelligent design
evolution vs creation debate
Intelligent Design vs. Evolution essay
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The education that provides future generations with the most accurate explanation of reality in light of evidence should, naturally, be required by all curriculums. The debate between proponents of Evolution and those in favor of Intelligent Design, a component of Creationism, have battled over which model should be taught in schools across the country. There exists a myriad of sources and an evaluation of the evidence suggests that Evolution, in tandem with the available creatures that it describes, is the most fit in providing an accurate description of how the diversity of life occurred. The substantial evidence available coupled with a consensus in academia should compel all sides of the argument that the Theory of Evolution by Natural Selection deserves instruction in schools; Intelligent Design, on the other hand, shows the need for rigorous reexamination because of its failure to produce convincing scientific data and religious implications in publically funded schools.
Similar to the Theory of Gravity or the Theory of Relativity, the Theory of Evolution presents itself as the best explanation concluded from all the available evidence dealing with it, namely the diversity of life. A classic example of the change over time through evolutionary processes can be seen in the transitional fossils present in the geological record of the earth. Currently, there are many such fossils, including Archaeopteryx, Velociraptor mongoliensis, Microraptor, and much more, that have reptile and bird-like features, which indicates a transition between reptile and bird-like creatures (Theobald). Even without prominent transitional fossils, a large testament to the integrity of the theory of evolution through a common ancestor remains evident...
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...ught in public schools with regards to the diversity of life.
Works Cited
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Theobald, Douglas L. "29+ Evidences for Macroevolution: The Scientific Case for
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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.
The Dover Area School District of Dover, Pennsylvania is seeking approval from the General Assembly of Pennsylvania House to include the theory of intelligent design in the instruction of biology. Intelligent design, also known as I.D., is a theory that seeks to refute the widely-accepted and scientifically-supported evolution theory. It proposes that the complexity of living things and all of their functioning parts hints at the role of an unspecified source of intelligence in their creation (Orr). For all intents and purposes, the evidence cited by I.D. supporters consists only of the holes or missing links in evolutionary theory; it is a widely-debate proposal, not because ?of the significant weight of its evidence,? but because ?of the implications of its evidence? (IDnet).
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...
There are many controversies in courtrooms about whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of nature's changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpose. Creationism is the same idea as intelligent design, believing that nature was created by a divine being, God. Evolution is the idea of natural selection. This idea means that specific characteristics of genes, has been chosen to last longer throughout generations having the ability to breed on those characteristics. Having those particular types of genes, allows the specific living organism to survive longer and be well adapted to its’ environment. Intelligent design and/or creationism are different from evolution, leading to why these two ideas should not be taught alongside with one another. The ideas should not be taught alongside with each other because it violates the first amendment, Establishment Clause of the Constitution, it can intervene with students' prior science knowledge of using corroboration, and religious related topics should not be introduced in science classes, especially if it is not scientifically proven.
Evolution is the theory that different kinds of living organisms are thought to have developed from earlier forms during the history of the earth. In 1986 the supreme court mandated that evolution was to be taught in the public school system. It was also at this time that intelligent design was banned from being taught in public schools because it was determined that it was a violation of the 1st amendment because it would favor a certain religion (Lac, Hemovich, Himelfarb 2009). Intelligent design is the theory that life, or the universe could not have arisen by chance and was designed and created by some intelligent entity. Intelligent design should be allowed to be taught as an alternative theory in science classes in public schools.
happen? If not, then why should science teachers teach that life evolved over billions of
The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far more involved and complex.
The twentieth century has witnessed the escalation of the creation - evolution debate through famous court cases and Supreme Court decisions on the teaching of evolution in public schools, culminating most recently in a Kansas Board of Education decision. As this highly controversial issue of the teaching of evolution in American classrooms rages on, it may be difficult for some individuals of Christian faith to form an alternative belief other than the extremes of creationism and evolutionism. Before discussing this issue any further, when I refer to strict beliefs in creationism or evolution as extreme views I am not necessarily implying that they are wrong, but are simply two views on completely opposite sides of the creation - evolution debate spectrum. For some creationists, accepting God as Creator as told in the Book of Genesis means the simultaneous rejection of evolutionary theory. For some evolution believers, accepting evolution ultimately results in the replacement of God as Creator with the process of evolution.
Webster’s dictionary defines a science as “The intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment” (Webster’s 786). What that basically is stating is that a science is a subject that can be studied through experiments or observations. All of the sciences taught in public high schools do indeed fit this definition; they are studied through experimental labs, teaching students to learn facts through their own observations. However there is a subject that is also taught by observation and experiment, but is not considered a scientific subject. This highly debatable subject is Intelligent Design. Not only does majority of the United States believe that intelligent design fits the category of science, but the parents want it in the classroom, and the students are begging to learn it.
Branch, Glenn. "Intelligent Design is not Science, and Should not Join Evolution in the Classroom." usnews.com. U.S.News & World Report, 2 Feb. 2009. Web. 21 Mar. 2012.
Evolution and Intelligent Design being taught in public schools is a growing controversy. Both supporters and augmenters have been clashing over different perspectives on wither intelligent design should replace evolution as part of the scientific curriculum. The controversy has lead to multiple court cases and religious dispute. The main issue when it comes to teaching this idea of science in our schools is the idea of conforming to an idea without solid evidence. Students whom are required to learn intelligent design rather than Darwin’s idea of evolution will be directly confronted on their moral and religious beliefs. In addition, students will develop a less understanding of science.
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.
There is a major controversy brewing in the educational field today. Scientist, teachers, professors, and many others are debating where the world and its habitats originally came from. This is the debate of Intelligent Design (ID) and Evolution. The main debating question of many scholars being, "Is the universe self-contained or does it require something beyond itself to explain its existence and internal function?".
How is it that this age old question of evolution versus creation can turn otherwise friends and colleagues against one another? Much of it has to do with the very fact that we are discussing the matter and how it relates to children. It seems that much of the controversy that is stirred up by this issue revolves around how children will perceive Darwinian “social teachings” or social Darwinism. Will studying evolution corrupt the morals of school-aged children? I began my research pondering the following: Can children that look at website-based material learn the latest material from both a scientific and biblical perspective? Some sub-questions that emerged are Can students learn about both sides in order to form their own opinions? Are creation-based websites dangerous because they make students believe that in order to be good “Christians” it is their duty to turn only towards “the truth” and away from science or anything that might shed doubts upon their beliefs? After researching three main websites and speaking to two of the three website originators I’ve become convinced that teaching children to stop questioning once they’ve been taught the answer is a dangerous position. In no other subject in life do we encourage children to stop their minds from growing once they have attained a certain belief of the way things ought to be. Why is it that we often teach religion without question?
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.