A Case Against Evolution Of Public Schools

I. Acceptance of Creation is growing in spite of overwhelming evidence proving Evolution There is no easy resolution for whats true and evolution or creationism. It is a complex topic with profound scientific, religious, educational, and criticism. How can a student or parent come to grips with this issue? Evolution vs. Creationism provides a badly needed, comprehensive, and balanced introduction to the many facets of the current debates about what should be taught in a classroom or in reality itself. Evolution relies on scientific facts while creationism clings on biblical beliefs. But the legal and

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.

This chapter was consumed of arguments trying to answer how the universe was created, is there a god, and is god the one who created the world we live in and everything it offers, and what if god wasn’t the creature of the universe, does god exist at all? The argument of design stated that everything had to have been created by an intelligent designer. It argued that earths wonderful features could not have just happed out of the blue, they had to have had an intelligent designer, they had to have been created by god. The Best-Explanation Argument stated that intelligent design was much more reliable than pure chance. The Same- Evidence Argument stated that the universe is made up of parts that work together to accomplish something, so we can conclude that the universe was created by an intelligent designer. The Natural selection theory was

Intelligent Design is the idea that living creatures on Earth are so complex that, they could not possibly have been created through the natural selection. It is the belief that there must be an ?intelligent designer? that created us all. This creator is usually referenced as God. However, it may also be

The question whether creation or Intelligent Design should be taught in public schools is applicable to America’s society today. Most school districts would rather avoid both topics due to causing arguments among students and teachers and leading to uncomfortable conversations. Evolution is the belief that one form of life gives rise to the next, like a tree with branches and twigs. Darwin called it “descent with modification” which is now called “natural selection”. Natural Selection, in the film, is said to be small changes occurring over time that can result in new speciations. If you think about it, evolution does not say anything about the creation of life. It only

The debate over teaching evolution in public schools is not new at all but the debate has been elevated through the media over the past few years. Conservative Christians and other conservatives serving on school boards (particularly in the South) have been insisting that if schools are going to buy textbooks that have evolution chapters then they should also have a place in that textbook near the evolution chapter for creationism. Progressives and scholars that understand the scientific basis for evolution argue that there's nothing wrong with putting creationism or "intelligent design" in textbooks but that subject is not science-based and therefore should be published in the "religion" chapter (if there is one). Should evolution be taught in public schools? The answer is yes, most certainly; to ignore evolution is to deprive public school students of some of the most important knowledge relating to our planet and our society. Scientific ignorance is unacceptable in a country that calls itself the "greatest nation on earth."

"The empirical detectability of intelligent causes renders intelligent design a fully scientific theory." William Dembski

Believers say that life is too complicated to have happened randomly, therefore a supernatural element must have been present. Intelligent design is said to be inclusive of all religions because it does not explicitly mention God. Intelligent design is a form of creationism that became more popular with the rise of education. Supporters of Intelligent design have been trying to get public schools to teach this idea alongside evolution, but have been unsuccessful. 38% of Americans believe that God had a part in the evolutionary process, which means more Americans believe that God had a role in evolution than those who don’t. This is true even among highly educated

Intelligent design is not a scientific theory but it is a religion. It does not qualify as a science because it fails to be part of any general theory of how the natural world operates, instead it offers a supernatural causation. Intelligent design postulates that there are structures that are so complex that they had to be designed rather than have evolved by natural processes. In other words, if something is ‘irreducibly complex’ it was a product of intelligent design. Although such a contention alludes to a designer (god), supporters of intelligent design are cautious not to mention anything about the designer or why he/she work. The opponents of intelligent design have valuable argument to prove that it falls on a religious stance.

Krauthammer elaborates how schools in the US are deliberately getting rid of subjects pertaining how human existence came to be (Krauthammer 533). An example is given of how the Kansas Board of Education voted to eliminate evolution study from the state science curriculum. There is no solid reason or logic given to justify this move. The concerning issue is how at an early age, children are kept away from learning how the human species came into existence. The actual consequence is that they will disregard any life form and probably be instigators if not supporters of

“A delusion is something that people believe in, despite a total lack of evidence.” Richard Dawkins. Intelligent Design and Evolution have long been at odds, from laymen arguments to some of the prestigious minds in the world, all have been debating over this scientific rift. However, the question that has fraught even the most intellectual person; is Intelligent Design a religion or is it science? This issue has held the public school system back since the rising call for Intelligent Design to be in science textbooks. In the scientific field, there is a myriad of convincing evidence for Evolution and because of this many people believe that Intelligent Design is simply a religion. Since Intelligent Design is merely a religion and not a scientifically supported subject, adding it to

In recent years, the political and religious movement that sought to integrate theories competing with the theory of evolution into the curriculum of various schools in the US. The theory that was offered was the theory of “intelligent design”, which even though not explicitly religious, makes for a theory much more compatible with religion than evolution. The danger of this move was that it was trying to dismiss a legitimate scientific theory as just one among the existing theories – an equal rival in pursuit of true explanation. However, what the advocates of this measure were actually doing is to equate scientific theory with a vastly inferior narrative about the world. It was, therefore, necessary for an author like Coyne (2009) to

The objection to evolutionary theory and it's teaching began well over 100 years ago. Charles Darwin proposed in 1859 that populations of organisms underwent evolution through a process known as natural selection. Three years prior to the publication of this theory, in 1856, he wrote of "creationists" in a personal correspondence (Darwin, 1856). The notion that scientific theory conflicts with and rejects religious dogma has been a persistent, pervasive one. Religious organizations continue to push for the acceptance of creationism or intelligent design in school today. Despite the numerous legal cases brought to forth to force the teaching of creationism in public schools, we of the school board maintain that creationism has no place within our schools.

In an article published in the New York times, by Laurie Goodstein, she revealed that a poll conducted by the Pew Forum on Religion and Public Life and the Pew Research Center for the People and the Press, revealed that 64 percent said they were open to the idea of teaching creationism in addition to evolution, while 38 percent favored replacing evolution with creationism. It is important to note by this poll that the idea of teaching our children other theories of how this world was created was supported by more than half of the polled population. It needs to be understood that when these teachings are given the opportunity to be introduced in the public school settings, teachers must maintain a very bias approach as to not sway their students into believing one side or the other but, rather let them decide for themselves through research and study what they will believe in.

Public schools are a place to learn proven facts and some very well—known and accepted theories. These schools have been led this way for a long time and show no signs of changing. Many states around the country have rejected the teaching of creationism in public schools, since the subject is so controversial among teachers and parents. In Ohio, a bill to develop new science content standards was not successfully passed. Many creationists were upset when they discovered that the first drafts of the standards were filled with evolutionary content, without any allowance for alternative explanations of life’s origins. In the uproar, the state board held a special meeting to investigate the process that the writing team and advisory committee used to draft the science standards (Matthews, Answering Genesis). This is why learning the facts about evolution should be taught at school. By doing this, there would be much less confrontation between teachers, students, and parents. If one has the desire to learn about creationism or any other beliefs of how the world came to be, one should learn it at a place outside of school, such as church or at home.