In the beginning, God created the Heavens and the Earth. Or so it said. Then this mystical being, this Intelligent Designer, went on. He made the sun and the moon, the sea and the lands, and all the beasts of the planet. Then, he concluded with man. All this creation in 6 short days. Everything that we know, everything that we are, is supposedly derived from this short span of mass design. However, this information is quite contradictory to what modern science tells us. And that, in and of itself, is the essence of the nationwide debate. Should Creationism, or as it is sometimes labeled, Intelligent Design, be taught in public schools? The answer, of course, is no.
23% of High School students surveyed said that no, they do not believe in creationism and yet the attend church every week. This is compared to 20% of people who attend weekly and do believe in creationism. What this means is that creationist beliefs and ideals are less common among religious folk than the theory of Evolution. As a total, 36% of High School students said they believed in Creationism, and of that only 23% said they wish to be taught it in schools. That means 64% do not believe it and 77% of students wish to be taught only Evolution. So science, true science with evidence and testing supporting it, is more popular than the belief of creation. So why, if more people believe what is already being taught, would school districts introduce a theory without evidence and one that is not commonly believed and one that the majority of students do not want to learn about? That would be incredibly silly; a real blunder for the already shoddy American education system. Kenneth Miller, the head Biologist at Brown University, was also consulted about his opinion of cr...
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... remain upon evolution, for it is truly science and can be exemplified with relative ease. If that continues to happen, then the future generations of this country shall be significantly more knowledgeable about the world around them, which is the goal of public education.
Works Cited
"Creationism." Wikipedia. Wikimedia Foundation, 29 Apr. 2014. Web. 29 Apr. 2014.
Edwords, Fred. "The Educational Issues." Why Creationism Should Not Be Taught As Science. N.p., 1980. Web. 01 May 2014.
Goodstein, Laurie. "Issuing Rebuke, Judge Rejects Teaching of Intelligent Design."The New York Times. The New York Times, 20 Dec. 2005. Web. 30 Apr. 2014.
Morris, John D., PhD. "Should the Public Schools Teach Creation?" Institution for Creation Research N.p., 1991. Web. 01 May 2014
"Teaching Evolution/Creationism In Public Schools." PFAW. N.p., 1999. Web. 30 Apr. 2014.
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)
Evolution and creationism: two warring beliefs that are constantly looking for an upper hand. With similarities and comparisons that Christianity does not deny, yet evolution quickly repudiates. Where do you stand? In a belief that has so many loose threads, like a puppet that has too many strings, you try to apply it, but the strings become tangled and unusable? Or in a belief that does have proof and undeniable evidence, one that has a promise of everlasting life as apposed to a dark nothingness? A decision must be reached. Whether through further evidence outside this paper, or just through your day to day life, your must know where your beliefs lie. Just know, that if what Christians say is true, and the evidence is overlooked and criticized, you will face something much, much worse than being castigated by those around you.
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.
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 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...
In 2004, Sharpes and Peramas report that “nearly two-thirds of all Americans surveyed favored teaching creationism together with evolution in schools,” according to a poll organized by CBS Broadcasting (qtd. in Costley and Killins). Thus, it seems as if the public has bought into the fair play argument proposed by creationists. After all, why not have a place to teach equally credible theories of the origin of life in schools? (Eldredge 634). Chet Raymo, a noted science professor of physics and astronomy at Stonehill College, rejects this notion, stating, “one might as well give equal billing to those who believe the Earth is flat” since creationism stands on little factual ground (156). At any rate, the U.S. Supreme Court illustrates that teaching creationism puts pressure on minorities to conform to the obviously favored religion when the power of the government backs up the theory (qtd. in Anti-Defamation League ...
In August of 1999, the teaching of evolution in schools was banned by the state of Kansas. In Texas, educators have debated over which textbooks to use in grade school science solely by the language of evolution each text contains. In Georgia, educators talk about replacing the word "evolution" with the phrase "biological changes over time." (1) Apparently, our apprehensions about teaching the theory of evolution are popping up all over the news. In hearing these debates, one usually thinks that it is only religious groups or fanatics trying to preserve their stories by eradicating the teaching of evolution. However, I think that culturally we have trouble accepting the theory of evolution because of other stories we tell ourselves. While religion does play a large role in our stories of creation, we have many ethics and ideals outside of faith that contrast with the theory of evolution. We may have trouble facing the facts of evolution because of what it says about the human race. Accepting the theory of evolution places us on the same level as all other species in terms of how we came into existence and how that existence will end. It means letting go of many misconceptions we hold about ourselves. For example, that humans are somehow superior or meant to wield control over the earth. It affirms that we have not been here for nearly as long as our world, and will be long gone before the world ends. Evolution, it seems to me, touches more closely on our fears about death and our place in the grand scheme of things than it does on our faith. The reason evolution comes into such great conflict with religion is because questions such as, "Where will we go after our lives here end?" are so important to us. Consequently, the fear surrounding the theory of evolution belongs not only to the religious and the fanatical, but also to anyone who has ever asked him or herself such questions. America was founded on the concepts of idealism and opportunism; we all are brought up to take advantage of our opportunities and succeed to the best of our abilities. The nature of evolution is to go against these ideals. Evolution occurs randomly, meaning the human race did not "earn" its place as sovereign of the earth. As Americans, we see ourselves working toward a society that is closer and closer to perfection.
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...
...re faith, but creation has much more indisputable evidence in its favor. Science was originally created to explore how God created the universe, and science today still proves creation over evolution.
Creationism being taught in public schools has always been a very controversial topic. The only options for any “creation science” classes are in private schools. If we take a look back to when public schools were first created, the church and state have always been separate. There have been public schools that try to bring God back into schools, but the parents of many students have complained about “religion” being taught to the children. With God taken out of the school system, there are students who do not see a point in life. From being taught that we are here by a cosmic explosion to evolving from apes. With that thought in mind there isn’t a point to life. We are just here and then we are gone. With no meaning to life and no hope for life after death. “Resistance to teaching creationism is still very strong, however. Opposition usually centers around two related arguments.” First, evolution is widely claimed to be the only acceptable “scientific” theory of origins. Second, creation is assumed to be strictly a religious concept, which on that account has no place in a public school curriculum” (Morris). In hindsight, both of these disputes happen to be incorrect. Deal...
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 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.