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.
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)
Darwin's theory of Evolution have been known by the world for many centuries. Even so, not all scientists supp...
... middle of paper ...
...n, where advantageous genes are passed on from one generation to another. Those who are pro Evolution teaching in school agree to this statement. Evolution also says that monkeys took on those advantageous genes and slowly adapted into humans. However, why do we not exhibit the evolving process today? These only contribute to more evidences that prove Evolution to be more unreal and unsuitable for school.
With countless theories disproving the theory of Evolution still in progress of research, the theory should not yet be taught in schools. It is only a theory and the theory has multiple flaws. There are many aspects that contradict with proven and confirmed scientific laws of nature. Science is said to be logical all the way. Contradictory should not occur. A theory that teaches something which may be a complete false statement should not be taught in schools.
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...
In the United States, the average child goes through public funded schools that have a basic curriculum. According to the Texas Education Agency, some of the subjects include science, mathematics, social studies, English, and more. Nowhere in the subject is religion included. The basic curriculum is made in order to give students skills, knowledge, and to help develop the minds of the future. In science class, evolution is taught either briefly or detailed. It is taught because it is a popular theory that did not seem to choose a certain religion. So why believe that religion and science can be taught together? The evolution of Earth and the universe can be believed in any way an individual chooses.
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 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.
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.
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.
Why do schools teach evolution as fact when, in fact, it is unprovable? Evolution, in many schools, is taught as truth. However, it is only a theory evolution can not be repeatable, therefore, can not be a scientific fact. Carbon-14 has helped anti-evolutionists prove evolutionists wrong. C-14 only lasts about 100,000 years. Students come into play when they are taught evolution, they would not be able to tell what is right and wrong in reality. Therefore, three reasons to not teach evolution would be evolution is not provable, Carbon-14 proves Earth is not millions of years old, and students will not know what is true and what isn’t.
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 conclusion, Creationism should be taught in public schools. Even if there are strictly atheists or agnostic students and teachers. The only reason people become atheists is because of something that happened in their past. For this to become completely effective the teachers and school boards would first of all have to be convinced on the subject. People look at evolution as an easy way to prove history. Many people have trouble with Creation because you have to have faith in the things unseen. For example, many people haven’t seen a million dollars, but does that mean it doesn’t exist. It’s the same concept with Creation.
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.
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.
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.
Evolution should be taught in schools because the theory of evolution is supported by facts like how a human may get ‘goosebumps’ when cold or frightened happens to dogs and cats too, supporting that humans may have evolved from animals, more specifically mammals. Evolution should also be taught because it shows that humans evolved from something and didn’t just appear on earth. Evolution is a logical cycle which states that man evolved from apes which evolved from other mammals that evolved from fish which evolved from cells and bacterium over millions of years. It can be proved by changes that have stayed throughout the evolution process such as extra feet muscles used for gripping the ground by other animals, and ear muscles which were used by animals to focus hearing on
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.