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Should evolution be taught in schools
Evolution in schools
Essays on evolution in school
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Is the theory of evolution too risqué to teach children, or is it an instrumental part of science education? The article, “Why Evolution Should Be Taught in Public Schools” by Laura H. Kahn addresses this debate. Her title is straightforward, giving us direct insight to what the article will be focused on, drawing in readers with its simplicity. She brings a fresh perspective on the tired argument of evolutionism vs creationism, by bringing up new ideas about how keeping students in the dark about the science of evolution could potentially affect studies on disease prevention in the future. She targets the one-sided religious society who is in favor of terminating the teaching of evolution in hopes that they can see this discussion from a new viewpoint, instead of strictly following what they were taught in the bible. Her target audience of creationists may consider her arguments because the future health of society is what she says is at risk, and this affects everyone, not just people in favor of evolution.
Kahn, argues that educating the future of America on the theory of evolution will give them the necessary tools to develop new science and come up with treatments against viruses and other deadly microbes. Without a base understanding of the evolutionary theory, she says, the next generation of scientists and doctors will not fully comprehend how these microbes can grow and change, which is an instrumental part in preforming experiments with them. Kahn states that a proper education in science includes being taught about evolutionary theories. Her evidence, including many instances about things that have happened in the past, back up her point-of-view, in favor of evolution being taught in public school, well. These example...
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...up is not effective in supporting her main point, because it’s a careless assumption.
Kahn sheds light upon the fact that neglecting to teach the future generation key scientific theories, such as the theory of evolution, can have disastrous consequences on the future of society. Learning about how organisms grow and change is crucial in creating new technology on the study of disease prevention and treatment. Through persuasive examples, Kahn argues her point effectively and adds a fresh argument that is not typical in the debate of creationism vs evolution. Her ideas are supported by factual evidence and support the main idea of the article, making what she says worthy of contemplation.
Works Cited
Kahn, Laura. ""Why Evolution Should Be Taught in Public Schools"." http://thebulletin.org/. Bulletin of the Atomic Scientists. 12 Nov 2007. Web. 26 Feb 2014.
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 the 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 evolution is still only a theory with flaws and setbacks, efficiently making other theories (i.e. intelligent design) a viable alternative in the classroom.
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...
Sarfati, Jonathan D. Refuting Evolution: A Response to the National Academy of Sciences' Teaching about Evolution and the Nature of Science. Green Forest, AR: Master, 1999. Print.
Evolution has been taught in all public schools for as long as many can recall. Though the process of evolution is not the only theory, schools have been teaching it as if it is the complete truth, ignoring other aspects and only focusing and targeting on Darwin's theory of Evolution. However, there are still many other ideas that the students should be informed of as well because all are theories, all are hypothetic. Teaching of the evolution theory have yet to be proven reliable and confirmed by all scientists, thus it should not be taught in schools and should be left for students to wonder and discover by themselves.
Anyone with even a moderate background in science has heard of Charles Darwin and his theory of evolution. Since the publishing of his book On the Origin of Species by Means of Natural Selection in 1859, Darwin’s ideas have been debated by everyone from scientists to theologians to ordinary lay-people. Today, though there is still severe opposition, evolution is regarded as fact by most of the scientific community and Darwin’s book remains one of the most influential ever written.
Keith Henson a writer in evolutionary psychology once said that “Evolution acts slowly. Our psychological characteristics today are those that promoted reproductive success in the ancestral environment.” Evolution was first introduced by a naturalist by the name of Charles Darwin. Darwin had written an autobiography, at the age of 50, On the Origin of Species (1859) explaining how species evolve through time by natural selection; this theory became known as Darwinism. “Verlyn Klinkenborg, who writes editorials and vignettes on science and nature for the “New York Times”” (Muller 706) questions Darwin’s theory in one of his essays he wrote called Darwin at 200: The Ongoing Force of His Unconventional Idea. Both articles talk about the theory of Darwinism, but the authors’ use different writing techniques and were written in different time periods. Darwin himself writes to inform us on what the theory is, where as Klinkenborg goes on to explain why Darwinism is just a theory. Today, evolution is still a very controversial topic among many. It comes up in several topics that are discussed everyday such as in politics, religion and education.
It is obvious that imperialism was not fair to Asia and Africa, but there is no doubt that in some ways these lands did benefit from western ideas. Time proved in efforts of both modernizers and traditionalists that modernizers fared better. There was a lot to gain from Western knowledge and modernizers embraced this concept. There is always more to learn and ways to improve things and that is the main reason why modernizers were more effective in dealing with imperialism.
Since the time that teaching evolution in public schools was banned as heresy and taboo for contradicting the Bible, most public school systems today take an opposite approach in which creationism is seldom ta...
Over the last 150 years, evolutionary theory has completely refined people’s understanding of changes in the inherited characteristics of biological populations over time, and this theory has now become a unifying concept of the life sciences. In 1859, through his book The Origin of Species, Charles Darwin proposed that organisms evolve over time to adapt to their environment and therefore achieve longevity and success as a species at large. Moreover, Darwin was able to support his theory with significant research, and subsequent studies were able to provide additional backing for evolution. Needless to say, this theory caused great controversy at the time it was proposed, especially among religious groups. Darwin’s theory blatantly disputed other ideas specific to certain religious cultures pertaining to the origins of life, such as intelligent design. This opposition detrimentally delayed acceptance of Darwinism and further scientific research based upon the theory. Despite being universally accepted as fact among the scientific community for decades, the ever-present opposition from pious religious subcultures still calls into question whether evolution should be taught to students in high school biology classes. Darwin’s theory of evolution is backed by extensive data, is accepted science that students, due to academic integrity, have a right to learn and, unlike alternative theories based mostly on theology, is based solely on facts; therefore, evolution should be included in the high school curriculum.
A world where there are people who do not have the same access to a variety of advances, such as those developed in the West, is truly what Imperialism was meant to overcome. Imperialism gave imperialists a new market, labor force, supplies for raw materials, and inexpensive and efficient ways to expand upon nations. Not to mention, the colonization of weak countries resulted in the spread of more education and sanitation within the colonized countries. Moreover, this change opened up more hospitals and schools which offered more opportunities for communities to develop and lifespans to become longer. The thriving of nations such as Africa and India derived from the input of educational systems that followed British models. Comparatively, the
A major problem with having evolution taught in public schools is often that the Bible often refutes evolution. Throughout the country many religious groups do not agree with evolution due to their
...and society was shaped. For some countries like India, Imperialism was good because it brought about change in every area politically and economically. India improved under British rule technologically with the new railroads and telegraph lines, improving trade connections, and education. For others, the natives had to stand up and fight for their rights. The many years of tyranny and corruption in the Imperialist governments led to the revolutions all over Western Europe. These revolutions led to more rights and better government. In Africa, the Pan-African Congress led to Africans getting a better role in government, a start in education, and allowed land and natural resources to stay with the natives. It was exactly what Hobson described in the Imperialism document. These fights eventually led to better rights for a majority of the countries who were colonized.
Evolution views life to be a process by which organisms diversified from earlier forms, whereas creation illustrates that life was created by a supernatural being. Creation and evolution both agree on the existence of microevolution and the resemblance of apes and humans but vary in terms of interpreting the origins of the life from a historical standpoint. A concept known as Faith Vs Fact comprehensively summarizes the tone of this debate, which leads to the question of how life began. While creation represents a religious understanding of life, evolution acknowledges a scientific interpretation of the origins of life. The theory is illustrated as the process by which organisms change species over time.
The advances in modern medical science in the near future are dependent upon the advances of methods and procedures that by today’s standards are considered to be taboo and dangerous. These methods will not only revolutionize the field of medicine but they will be the forerunners to a whole knew way to treat people. For these advances to take place several key steps need to be taken both medically and politically. In this paper I will attempt to explain what methods and procedures will be the future of modern medicine, how these methods and procedures can benefit mankind, and finally what changes will be needed in the fields of medicine and politics.