Despite great efforts to convince the opposing side, a battle still brews amongst creationists and evolutionists over the beginning of life and the universe, but neither opinions’ palpability can be firmly upheld through scientific manners. Since science can only prove hypotheses that are testable and based on current observations, neither creation nor evolutionary concepts can be proven with irrefutable evidence. However, regardless of the inability to prove either concept, most public school systems promote evolution as a scientific fact. Many students who lack firm beliefs about the origin of life believe what they are taught without giving any personal thought to the matter. Instead of robotically absorbing biased information, schools should present information about evolution and creation to students and promote a ‘self-deciding’ approach to learning rather than forcing students to believe one theory over another. Benjamin Franklin stated, “A man convinced against his will is of the same opinion still (Morris 1).” Those who already hold a firm belief either in favor of evolution or in favor of creation will support their view regardless of what schools promote. On the other hand, the group of individuals, who lack an opinion, deserve the right to receive information regarding both theories. Devout evolutionists, as well as creationists, connect strong emotion to the controversy of what should be taught in public school systems, yet to adequately and constitutionally cover the topic of origin of life, both creation and evolution should be taught as possibilities in public schools so that students can decide for themselves what belief they support.
Just like the spreading of a rumor, the misuse of the term “evolution...
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...Public Schools." Evolution, Creation, and the Public Schools. N.p., n.d. Web. 2 Mar. 2014. http://www.icr.org/article/evolution-creation-public-schools/
Monty White, A.J.. N.p.. Web. 26 Mar 2014. http://www.answersingenesis.org/articles/nab/hasnt-evolution-been-proven
N.p.. Web. 26 Mar 2014. http://www.paleobiology.si.edu/geotime/main/htmlVersion/archean3.html
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Templeton, David. The. “Is evolution missing a link in some Pennsylvania high schools”. McClatchy Tribute Business.
In Inherit the Wind, a 1960s film adaptation directed by Stanley Kramer, the battle between religion and science was tested, portrayed through the Scopes Trial of 1925. In the trail, John Scopes, a high school science teacher, was accused and convicted of teaching Charles Darwin’s theory of evolution, curriculum that was forbidden by Tennessee state law. It is clear that a focal point of the film was the discussion of whether religion should be the driving force behind education, or if science and empirical study is a better alternative. This discussion is alive and well in 2017, crucial in a time where Secretary of Education, Betsy DeVos, is a known believer in theories of ‘intelligent design,’ a theory that suggests divine guidance in the
In cases having to do with constitutionality, the issue of the separation of church and state arises with marked frequency. This battle, which has raged since the nation?s founding, touches the very heart of the United States public, and pits two of the country's most important influences of public opinion against one another. Although some material containing religious content has found its way into many of the nation's public schools, its inclusion stems from its contextual and historical importance, which is heavily supported by material evidence and documentation. It often results from a teacher?s own decision, rather than from a decision handed down from above by a higher power. The proposal of the Dover Area School District to include instruction of intelligent design in biology classes violates the United States Constitution by promoting an excessive religious presence in public schools.
happen? If not, then why should science teachers teach that life evolved over billions of
Revised Standard Version Catholic Edition Bible. Eds. Dom Bernand Orchard, Rev. R. V. Fuller. San Francisco: Ignatius Press, 1966. Print.
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...
Considerable care and effort are needed to help students understand the difference between the methodology of science, with its naturalistic operational assumptions, and the naturalism as a worldview. (Anderson 89)Schools should not neglect teaching creationism when students are able to benefit from being informed about both beliefs of evolution and creationism. It is relevant as long as religious views are not infringed upon them.
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