Robert Root-Bernstein And Mceachron: Article Analysis

Critique 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 is deemed as being scientific because it is testable and correctable, unlike creationism which deals with “God’s will,” an unchanging and set in stone philosophy that contradicts any scientific notion it attempts to deliver. Evolution is the scientific explanation to how organisms developed the forms and functions

However, evidence such as fossils is more than enough to lend support and disprove any other theory to the development of species. Examples used by Root-Bernstein and McEachron also provide strong support to evolution. The authors detail how natural selection works in both insects and germs to create organisms better adapted to methods of control. Disease used to run rampant, until the creation of vaccines which led to many diseases becoming extinct. Root-Bernstein and McEachron note that the diseases that have survived to this day have been constantly mutating and evolving to become more resistant to any attempts at suppression. The same can be said for insects that have been consistently exposed to pesticides. The ones that survived the pesticides were able to reproduce and pass along a resistance to their offspring which in turn makes the species more resilient and better suited to their