Argumentative Essay On Creationism

I completely believe in evolution, my Dad always answered my questions with a well thought out answer, but my Mom would always quote the Bible. When I was young I would ask my dad what his perspective was on Christianity, he said that when he was young, his family would go to church, they would pray, and go to Bible studies, however, he did not think about evolution and Christianity in general until he was in college. My mom, on the other hand, was raised believe in Christianity, she is the reason that I go to Rehoboth. My views are different from both of my parents, I think that we need evidence to prove anything, we cannot believe in an old book that was written by copious amounts of people. In science there needs to be proof for a hypothesis to be considered real, in other words, if I were to say that the earth was a black hole, I would need proof or evidence, that is clearly not true. I have absolutely no evidence to concur that the earth is a black hole, although we do have clear evidence of evolution. A vestigial organ is an exceptional example of evolution and adaptation. We as humans have numerous vestigial organs, one of the most well known vestigial organ is our goose bumps. These bumps were once used to make ourselves appear larger when we were frightened. Also, they were once used to maintain a constant core body temperature by trapping a layer of air in between our skin and hair.

1. The Cosmological Argument for the existence of God is based on the principle of cause and effect. What this basically means is that the universe was the effect of a cause, which was God. One of the oldest and most well known advocates of the Cosmological Argument was Thomas Aquinas who outlines his argument for the existence of God in his article entitled The Five Ways. The first way in his argument is deals with motion. Aquinas says that in order for something to be in motion something had to move it because it is impossible for something to move without the presence of some sort of outside force upon it. Therefore the world around us, nature, and our very existence could not have been put into motion without the influence of the

Neil DeGrasse Tyson once said “The theory of evolution, like the theory of gravity, is a scientific fact”. Neil DeGrasse Tyson is an acclaimed astrophysicist, cosmologist, and science communicator and has influence in the scientific world we live in today. “Biological evolution, simply put, is descent with modification” (“An Introduction to…”). “This definition encompasses small-scale evolution and large-scale evolution (the descent of different species from a common ancestor over many generations)” (“An Introduction to…”). There is now enough evidence for the theory of evolution that many consider it a fact and as such are turning away from the idea of creationism as a whole. Because of evolution you can trace just about every living thing on the Earth back to its ancestry billions of years ago. Darwin believed that all life on Earth descended from one primordial form (Naff 61). Darwin didn’t discover evolution or come up with the concept, but he was the frontrunner in research and a public endorser of the theory. The theory of evolution is correct because of homology, progressions of species changing over time, and natural selection.

One of the fundamental questions that religions seek to answer is that of origin. How was man put on earth? Why and from what was he created? Who created him? What does his creation imply about the status of human beings? Some or all of these questions are answered by a religion’s creation stories. Every religion’s creation myths attempt to give solutions to problems present to that religious society. Because of this, each religion may have one or more creation stories, each of those different from one another in the questions they ask and the answers they give.

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 opposition to this theory comes in part from those whose religious beliefs are contradicted by it, those who claim that evolution is “just a theory,” and claim it is not a sound science because of the label. To understand that evolution is true and reliable, the definition of the word theory in a scientific context must first be understood. In Richard Dawkins’ “The Greatest Show on Earth,” this is explained, ”The Oxford English Dictionary gives two meanings… Theory, Sense 1:... a hypothesis that has been confirmed or established by observation or experiment, and is propounded or accepted as accounting for the known facts… Theory, Sense 2: A hypothesis proposed as an explanation: hence, a mere hypothesis,speculation, conjecture…” It is proposed in this book that scientists and creationists are using these definitions in different contexts. Creationists use the second sense of the word theory, meaning a speculation of no value, and scientists use it in sense one, that of a proven hypothesis. In science the word theory is surpassed only by the word law in the sense of conveying certainty. In science, a theory is a hypothesis that has never been disproven, such as the theory of gravity. Evolution has been proven many times over through both observation and experiment, which is the reason it is taught in public schools. Though it has uncountable examples, only a fraction will be mentioned. Transitional fossils are one of the major concerns on the part of creationists. They use gaps in the fossils record to argue its unreliability. Transitional fossils are the species that lie in between the transition from one species to its ancestor or descendant. When these fossils are missing, it can seem far-fetched for a whale to develop from a land dwelling dog like animal, but when the fossils in between these two species are discovered, the transition becomes clearer. Though

lot of stress for the students, their families and the clergy at their church. Why do we

In schools today things have been flipped around, for example evolution is okay to teach since it is a scientific fact and can be backed up with proofs and claims, however a teacher cannot teach about creationism because it is a religious belief and under the law schools have to be religiously neutral. But most of the time public schools ignore the whole thing, but in Colleges every biology class has evolution in their curriculum and the professors have to teach it. But even if that's the case, now-a-days I think that the ideology of creationism is being taught less by the churches themselves, though I am not a Christian and maybe because of that, I have been in several preaching sessions for FCA in middle school and club preaching in high school and I have also attended church few times; and I have never heard of creationism until this trial and some of these preachings talked about Genesis but backed away from many aspects of it, so I believe that creationism is being taught less as, in my opinion, as humankind is focusing more on logic than faith. But even so the debate over the existence of evolution is being argued upon lots of times between: peers, coworkers, preachers, atheist, agnostics, and sometimes even parents; and I believe that it is common sense to doubt these sorts of things because it is eventually affects how one may live or how it may affects one’s after life and it's human nature to have different views. But it is okay when one takes away one side of the argument and only is taught one side, and I believe that it should be up to the person which side to be on, but using evolution to justify one's selfishness is also wrong and is just an excuse which is used by the rich to not help the

1. “I like the rain. Some people will tell you that the sun is the best, but they are wrong. What waits for you in the sun? Skin cancer. What waits for you in the rain? Puddles to jump in. I’ll take puddles over cancer any day.” Tell me as much as you can about this passage as an argument (especially the parts).

The first person to have a sense of trouble comin near was a science teacher, Bertha Spahr. She received some disturbing news from the school’s district assistant superintendent. He had told her that there was a school board member talking about equal time for creationism. By then a few other teachers had heard the rumors. Alan Boswell, a local businessman and recently new to the school board was the one to talk about creationism. Boswell had wanted to talk to Spahr and the rest of the biology teachers about evolution. He seemed satisfied with the way evolution was taught. The teachers never would have imagined what would happen.

The foundation for the theory of evolution was laid by Charles Darwin (Rose, n.d.). He developed hypotheses about natural selection which helped scientists develop the theory. Evolution is a theory and not a hypothesis because evolution has been proven by vast amounts of scientific data, research, and testing. The definition of a hypothesis is an educated explanation that needs to be researched and tested but has not yet been proven (Earman, 1984). There has been no scientific evidence to disprove the theory of evolution.

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,

Evolutionist, Charles Darwin (1809-1882), provided the suggestion that people where “less highly evolved or developed than other” and that some humans were more like their “ape-like ancestors than others in traits, abilities, and dispositions” (Bohm & Vogel, 2011, p. 27). Darwin’s theory of evolution gained credence in positivist theory, particularly with philosopher Auguste Comte (Kalfus, 2010). Darwin’s ideas assisted with the explanation of the criminal behavior involved in evolutionary theories, which Comte later utilized to propose the brand of scientific philosophy known as Positivism (Kalfus, 2010). Positivists believe that the world is governed by natural law, so if man discovered these laws, man would have also discovered evolution

Teaching Creationism or Intelligent Design to our youth can be done in a way that is neither opinion based nor completely fact based, but may hold some risk of personal interpretation. The first thing needed to be considered is how can children of the middle school age range grasp such a deep subject and have the capacity to reach their own conclusion. Information found regarding the development of children in this developmental range was found in the book titled "Characteristics of Middle Grade Students,” Caught in the Middle by the Sacramento Department of Education. It was found that students of this age hold a variety of learning attributes that support the belief that children can handle both sides of this controversial issue. Some

Creationism being taught in public schools is not right because there are many beliefs about how the earth was created. Many science teachers have different beliefs on this particular subject. Some believe it should not be taught in public schools but on one’s own time at home, church, or another place. Other science teachers think students should be taught all the believable theories about evolution and creationism. Some science teachers have gotten in trouble with the law by not obeying other laws regarding evolution and creationism. This has lead to a lot of controversy in the science world. Even though many students have different views on creationism, not all of them are very accurate in the ways they portray the teachings of