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Religion and Education
Religion and Education
Film : inherit the wind
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Recommended: Religion and Education
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 …show more content…
Drummond frowns upon Brady’s understanding of The Bible as a universal explanation of the world, explaining how, “It frightens me to imagine the state of learning in this world if everyone had your driving curiosity” (Kramer). It is clear that to Drummond, The Bible is not a sufficient explanation for every phenomenon that occurs in the world, instead driving him to teach and investigate alternative modes of thinking such as Evolution. Perhaps the most important illustrator of Drummond’s philosophy of the world can be found when Brady questions whether or not there is anything that an agnostic individual. Drummond explains that there is, saying, “The individual human mind. In a child's power to master the multiplication table there is more sanctity than in all your shouted "Amens!", "Holy, Holies!" and "Hosannahs!" An idea is a greater monument than a cathedral. And the advance of man's knowledge is more of a miracle than any sticks turned to snakes, or the parting of waters! But are we now to halt the march of progress because Mr. Brady frightens us with a fable?” …show more content…
On the one side, the vocal religious right, mainly in the US, promises Hell and damnation for those who do not believe their version of the truth. On the other side, equally extremist views, put forward by Dawkins and his ilk, further alienate the moderates. By reading the media, it would seem that there is little room for compromise between the two sides, especially when prominent politicians become involved” (Shuttleworth) Shuttleworth’s analysis of the current political situation illustrates the danger of Brady’s dogmatism, proving how the media’s portrayal of polarization between religious extremists and fundamental scientists can drive a lack of compromise between each group. While it is obvious that not every person on either side of this schism is dogmatic, extremist views have caused ripple effects throughout modern society. One of the most notable areas in which dogmatism within religion had lasting implications can be found by analyzing the election. According to Christiana Forrester, a reporter for the Huffington
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.
Stanley Kramer's film, Inherit the Wind, examines a trial based on the 1925 Scopes trial in Dayton, Tennessee. Often referred to as "The Trial of the Century" (Scopes Trial Web Page), the Scopes trial illuminated the controversy between the Christian theory of creation and the more scientific theory of evolution. John Scopes, a high school biology teacher, was arrested for illegally teaching evolutionism to his class. "The meaning of the trial emerged because it was seen as a conflict of social and intellectual values" (Scopes Trial Web Page). Kramer's film dramatizes this conflict between the Christian believers and the evolutionists in "Hillsboro, heavenly Hillsboro, the buckle on the Bible belt" (Inherit the Wind). Prosecutor Matthew Brady represents the values of fundamental Christianity while defense attorney Henry Drummond is the voice of reason and science. Although the two men have been good friends and partners in the past, the case in Hillsboro illuminates the difference in their values. Through the scene on the porch with Matthew Brady and Henry Drummond, director Stanley Kramer illustrates the incessant tug-of-war between religion and science. More specifically, camera angle and Drummond's metaphor of the "Golden Dancer" help deliver Kramer's belief in evolutionism.
The Scopes trial, writes Edward Larson, to most Americans embodies “the timeless debate over science and religion.” (265) Written by historians, judges, and playwrights, the history of the Scopes trial has caused Americans to perceive “the relationship between science and religion in . . . simple terms: either Darwin or the Bible was true.” (265) The road to the trial began when Tennessee passed the Butler Act in 1925 banning the teaching of evolution in secondary schools. It was only a matter of time before a young biology teacher, John T. Scopes, prompted by the ACLU tested the law. Spectators and newspapermen came from allover to witness whether science or religion would win the day. Yet below all the hype, the trial had a deeper meaning. In Summer for the Gods, Edward Larson argues that a more significant battle was waged between individual liberty and majoritarian democracy. Even though the rural fundamentalist majority legally banned teaching evolution in 1925, the rise of modernism, started long before the trial, raised a critical question for rural Americans: should they publicly impose their religious beliefs upon individuals who believed more and more in science.
John Thomas Scopes, a math teacher and football coach for Rhea County High School in Dayton, Tennessee, was pressured into taking the challenge by a friend, George Rappleyea, who saw the advertisement. With the school’s biology teacher out for the last two weeks of class, Scopes took over and began teaching Darwin’s theory of evolution. Soon after, he was arrested and charged with a violation of the Butler Act. Contrary to popular understanding, the worst punishment for this crime was a small fine.
Public schools might have the constitutional authority to insist on curricular uniformity over parents’ religious objections and they should, no matter the legal situations currently involved. Not only should the option of parental deference not be respected or accommodated, it shouldn’t be allowed at all. I believe that Guttman’s case against paternal deference was stronger than Burtt’s case for. Education in evolution, role elimination, planetary systems are fundamental skills that are essential for the children’s life and society as a whole. Even if parents don’t wish to have their children taught these lessons the State has a right to use paternalism to do what is right for society as a whole.
Evolution, otherwise sometimes called the “Devil’s hoax,” is a controversial topic that ignites a rather substantial reaction, particularly in Christian religious communities. Through the years, the heated debate over whether God or evolution is right has become a major breaking point for people of faith. Evolution suggests that God didn’t miraculously place humans in their present form on Earth and that the Bible isn’t the ultimate scientific truth. In this world, science is pitted against religious faith, suggesting neither can exist mutually with the other. The Lutheran church has taken it’s own stance in the controversy, making a muddy splash in a worldly puddle between the real dirt of science and the sanctified Holy waters of faith. In doing so, the church provides explanations of figurative language and contextual issues that show how the two are not one in the same and offer a world where science and faith can freely live side-by-side, happily ever after.
Fundamentalist movements have many commonalities, such as anti-modern sentiments and the belief that they are the chosen or true believers of God. These radical views have led to the creation of the fundamentalist enclave and have determined how it reacts to the outside secular world. The fundamentalists’ stance toward the outside world is dependent on their assessment of the secular world, as well as the role they believe they are meant to play in the divine plan (Almond, Appleby, & Sivan, 2003, p. 148). The one point that fundamentalist groups are in agreement on is the fact that God’s world is not meant to be pluralistic; therefore the enemy must be vanquished. The four basic orientations in which fundamentalist movements are classified are the world conqueror, world transformer, world creator, and world renouncer.
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...
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...
“If former Arkansas Governor Mike Huckabee’s disparagement of atheists was just the ranting of a tinpot… it could be left without comment or fuss.” He quickly delves into a powerful dissection of Huckabee’s comments on atheists and atheists’ role in government. Dawkins uses very colorful language as he continues into the semi-rant about the hopelessness of Huckabee being taken seriously as a presidential candidate. Beneath the mean-spirited comments, Dawkins works in some logical arguments, particularly his remarks about the legality of Huckabee’s plans for removing atheists from office. “…Huckabee is suggesting that we should find out whether government employees are true believers and fire those who aren’t.” He continues shortly after, “Yes, that is illegal, which makes the suggestion all the more stunning…” Michael Stone also wrote on this topic in his article, “Huckabee Wants to Fire Atheists Working for the Government.” Stone comes to essentially the same conclusion, albeit with much less bias. It is hard to ignore the issues that Huckabee’s plan would cause, especially in a government that was designed to be secular, so it excusable to an extent the less than appealing and biased arguments coming from both authors. More than anything, Stone’s article justifies Dawkins’ choice of words, even though Dawkins’ was considerably more partial. There is almost a direct parallel, “The suggestion that federal
Since the Scopes Trials came to a close, the Supreme Court enforced the teaching no of evolution in all public schools across the US in 1987. The interesting part was that most people believe that the Supreme Court had banned the teachings of creationism, but the decision stated that creation is no more than how life began (“Teaching Creation,” 2010). The case that made the decision, Edwards vs. Aguillard, actually allow public schools to teach either creation or evolution, as long as the teacher does not mention God in the picture. This fact can depict one’s belief in God and how humans came to the form that humanity is in today. The belief of creationism is correct, rather than evolution, because the belief proves the existence of God.
Science and Religion dialogue has been a bitter-sweet topic for many people over the years. The controversy is not only common between one sole community, but affects a variety. The beliefs held about these topics has the potential to personally effect an individual, whether it be positively or negatively. In the United States, we draw only a fine line between religion and science, often failing to realize that the two benefit each other in copious ways but are not meant to interpreted in the same way. Due to this perspective, people seem to be influenced to pick one or the other, when in reality we should treat both science and religion with the same respect and recognize that they are completely separate from one another, along with having individual purposes. John F. Haught, a distinguished research professor at Georgetown University, published a book titled, “Science & Religion: From Conflict to Conversation”. In it he evaluates each side, persuading the reader that the truth is that both realms may benefit from each other despite the differences emphasized. John F. Haught introduces his audience with four approaches on Science and Religion. Haught’s third approach, contact, is of major significance to aid in the response of: “Does Science Rule out a Personal God?”
Recently, in Georgia, the persisting question 'does evolution have a place in our schools?' was again brought up. The state wants to remove the theory of evolution from the curriculum. The children would still be taught mathematical theorems, classical literature, chemistry, and biology; but the teachers would be depriving them of a scientifically accepted theory of how the world began. The children cannot be made to believe anything that they do not want to, therefore teaching them the valuable philosophy of evolution would help to expand their minds, rather than shrink them. Evolution as a science is particularly beneficial. Most young children, stereotypically boys, are very much into playing with dinosaurs, and watching TV shows and movies about dinosaurs. As they get older they learn about fossils and how many archeologists believe that modern birds are descendents of enormous winged birds of the Mesozoic era. This might strike them as strange if they were not taught about how all things evolve. Learning about animals from billions of years ago would not destroy their belief of God, it might, in fact, glorify Him even more; because God is so talented and powerful that he is still coming up with new ideas for species on our planet. Evolution fits into the biological category of the sciences. This is significant due to the fact that without at least one class in biology, a high school student would not be able to graduate and move onto higher learning. I remember my biology class my sophomore year of high school. My teacher, a first year teacher, blatantly said to the class, "I don't believe in Evolution, but I have to tell you at least a little about what it is, because I guess it matters." I...
“There is a fundamental difference between religion, which is based on authority, and science, which is based on observation and reason. Science will win because it works.” (Stephen Hawking) Along with Stephen Hawking, many people believe that religion and science must be constantly competing. This belief leads many Christians to fall into the deception that they need to choose between faith or learning. There is a need for a balance between the two. Faith without reason is nothing more than childish, while science without religion is meaningless. This essay will dive into what faith is and what the relationship between faith and learning looks like.
Judd, Daniel K. Taking Sides: Clashing Views on Controversial Issues in Religion (Taking Sides: Religion). New York: McGraw-Hill/Dushkin, 2002.