Essay on Creationsim vs. Evolution

Constitution's First Amendment requirement that the District neither establish religion in the schools nor prohibit students’ free exercise of religion according to pertinent interpretation and application of those constitutional provisions by the courts. Any religious characters need to conform to policy 8800” (Markesan District School, 2013). “Decisions of the United States Supreme Court have made it clear that it is not the province of a public school to advance or inhibit religious beliefs or practices” (Markesan District School, 2015). Under the First and Fourteenth Amendments to the Constitution, this remains the “inviolate province of the individual and the church of his/her choice. The rights of any minority, no matter how small, must be protected. District staff members shall not use prayer, religious readings, or religious symbols as a devotional exercise or in an act of worship or celebration” (20 U.S.C. 4071 et seq.) (Markesan District School, 2015). Having examined the Markesan District School First Amendment related to this topic the next step is to conclude my research on this topic.

I say this because Drew mentioned that Jewish culture is one that is morally strong and better than that of most other religions. Well, to communicate to him the beliefs of a Christian and the structure which we hold ourselves to would have a great impact of our conversation. David Livermore states; “Cultural intelligence doesn’t mean abandoning our convictions, values, and assumptions. Instead, we’re seeking to understand and respect the beliefs and priorities of others and express our own values and beliefs in ways that are appropriate, respectful, and effective.” In the end, relating to Drew that our moral compasses are similar is my way of breaking down the barrier to present the Gospel in which he would feel comfortable and listen.

The court did not rule that students are forbidden to pray on their own the government officials had no business composing a prayer for students, Parents did not want their children subjected to state-sponsored devotions. Many prayers have been taken away from school

Countless of creation myths make use of their tales to furnish their evident society or culture a perceptive or reasoning

The arrangement for the Champaign presents powerful and good elements for the inherent pressure by the school system for the religious sects. The fact that the power has not been used so it can discriminate is so beside the point. Separation is for the government and the religious sects not to be fussing and also the treat them all equally. So that a child be offered an alternative that may reduce the constraint. But somehow the results are an obvious pressure upon a child to attend.

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

the school to determine whether a prayer would be given and who would give it only worsened the

I first want to note that although what I am about to say may not represent the views of all humans on the planet Earth, it does represent what a majority of us believe.

The Language of God written by Francis S. Collins proposes a new synthesis, a new way to think about an active, caring God who created humankind through evolutionary processes. This book is a must-read for any individual wondering about the deepest questions that life has to offer: Why are we here? How did we get here? And what does life mean? In this book, Dr. Collins uses his previous profound and far-reaching accomplishments in the scientific field to try and answer these questions, along with how science and faith can actually work together to fill in many gaps concerning evolution, how the Earth came to be, and much more.

Today many scientists would have people to believe that evolution is the only reasonable explanation of the universe. Scientists, like Stephen Hawking, claim that they have proved that evolution is the correct answer to the origins of life and the universe, yet evolution is still a theory. This problem occurs because evolution is not the only answer. In fact, the creation theory offers a more feasible answer to the origins of the universe than the evolution theory does. Creation has the backings of the Bible, an extraordinarily credible book; where evolution provides a theory with many holes in it.

This sums up the question of whether or not creationism should be taught in schools. Creationism is the belief that a divine entity created everything, all of the worlds and all life. Another definition of creationism explains it as “a supernatural version [of how worlds and life came into being], often based on the Bible, of life’s origins and development” (Moore and Cotner 1). It stands opposed to scientific theories like Darwinian evolution, or “a change in the allelic frequency in a population over time due to differential reproductive success as a result of inherited variation” (Moore and Cotner 1). While it is true that

Science has been evolving at a rapid pace for the past few centuries, with countless leaps in technology that change the way we currently perceive the world. Unfortunately, there are a few archaic ideas that have managed to linger, creationism being one of them. Proponents of ‘intelligent design’ cite creationist scientists (a juxtaposition) in order to enforce their anti-evolution ideals on the youth of America, destroying what credibility is left the public education system. Creationism should not be taught in public schools for many reasons: it focuses on one religion’s ideas and discriminates against all others, going against the First Amendment and it defies the scientific method while disapproving of an integral part of science, evolution.

There are many controversies in courtrooms about whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of nature's changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpose. Creationism is the same idea as intelligent design, believing that nature was created by a divine being, God. Evolution is the idea of natural selection. This idea means that specific characteristics of genes, has been chosen to last longer throughout generations having the ability to breed on those characteristics. Having those particular types of genes, allows the specific living organism to survive longer and be well adapted to its’ environment. Intelligent design and/or creationism are different from evolution, leading to why these two ideas should not be taught alongside with one another. The ideas should not be taught alongside with each other because it violates the first amendment, separation of church and state, intelligent design is made of theories of religion and not science, and it can intervene with students' prior science knowledge.

Parker book. They state "Evolution is claimed to be 'scientific,' and still going on, so it

Interestingly, Alex Rainert, a man in favor of teaching both creationism and evolution, states that evolution is as much a theory as the theory of plate tectonics or Einstein’s theory of relativity. Yet, he explains, a campaign against those theories in courtrooms is, in essence, nonexistent (140).