Evolution Of The Origin Of Man

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.

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 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 argument has been going on for years and years. Should schools be allowed to teach evolution without teaching creationism? The courts have ruled, the answer is no, the theory of creationism cannot be included in a public school’s academic curriculum. With the court’s decision, it has been made clear there is no place for faith based theories to be taught in our public schools. What if there was a different approach that took God out of the equation? Public high schools should allow a course in intelligent design to be included in the curriculum as a way of teaching both evolution and creationism without violating the separation of church and state. This is certainly easier said than done.

In chapter 1 of The Descent of Man, Darwin explicates the similarity of man not only to “higher” mammals but many other species. It’s clear to Darwin that the bodily structure of humans follows under the same principles of other mammals. Bones can be compared congruently to the bones in Monkeys and other creatures. Darwin continues to explain the similarities in anatomy by indicating the liability for mammals to contract the same diseases such as cholera, herpes, syphilis, and etc. This proves the similarity in blood and tissue of mammals and other species. A perfect example of the close evolutionary relationship is the embryonic development of species, which shows that all mammals arise from the same fundamental method, which closely resembles

Evolution has a long history of being debated as inappropriate to be taught in schools. Many people feel that it is important to learn about Charles Darwin’s Theory of Evolution, but at the same time there are many who refuse to learn about it. In the Scopes Monkey Trial and in the movie Inherit the Wind a trial is going on debating the legality of teaching evolution. Though there are still issues that arise with teaching evolution it is currently accepted more than it is debated against. Evolution is a scientifically tested and proven concept and should be taught in science classes.

Our core values are built upon freedom. Freedom from tyranny, freedom from control, freedom to choose. A student should have the option to learn whatever it is they desire, whether it be evolution, or creationism, because it is our right to choose what to believe. There was a true story based on an argument where science was not allowed to be taught, but religion was. It correlates to the novel Inherit the Wind. The plot settles in a trial held between two defendants lawyers battling it out of the science versus Evolution. A school teacher named Cates, who got arrested and went to jail because he taught evolution in a science class. I believe that evolution should be taught in science classes and that school teachers being arrested due to

In my opinion Evolution should be taught in school but so should Creationism. I think students should be able to choose which theory to learn in school. None of either theory should be forced on students. The argument between teaching each one is that Evolution is a proven historically fact according to the National Academy of Sciences. The majority of those people who desire for creationism to be taught in the public schools cite that it is scientific. They push for the teaching of creation science which is defined as "scientific evidence for creation and the inferences from that evidence" (Tatina 275). The inferences from that evidence are "sudden creation of the universe from nothing, recent formulation of the earth, creation of man and other biological kinds, a worldwide flood", and

Evolution is the most popular theory currently taught in public high schools, and is widely accepted as a sound scientific concept to teach. However, it is equally true that many disagree with evolution and many of its concepts as an explanation of the origin of life on our planet, and it is thus my opinion that evolution should not even be taught in public science classes, as it is not scientifically sound, nor should be a part of a wide variety of concepts taught to students that that should also include intelligent design, creationism, or any other number of theories that have just as much of validity as evolution.

One of the most astonishing things on earth is the human body. They consist of many organs that work together to maintain the person alive. The humans body composition is complex, but what was the origin? How did we become who we are today? These are the questions that intrigued me, and allowed me to understand how the human body evolved over the years. By the examination of our ancestors, and our body we will understand how we look today.

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.

There has been a great deal of heated debate for the last few decades about where modern Homo sapiens originated. From the battle grounds, two main theories emerged. One theory, labeled “Out-of-Africa” or “population replacement” explains that all modern Homo sapiens evolved from a common Homo erectus ancestor in Africa 100,000 years ago. The species began to spread and replace all other archaic human-like populations around 35,000 to 89,000 years ago. The rivaling opinion, entitled the “regional continuity” theory or “multiregional evolution” model refutes this theory and states modern humans evolved from various species of Homo erectus who interbred with others that lived in

Humans have existed on Earth for approximately 3.4 million years. The oldest known human ancestor is "Lucy," an Australopithecus. Over this extensive period of time, humans have evolved significantly. Homo Sapiens have grown from 3 to almost 6 feet (average), lost most of the body hair, became leaner and adapted to walking. Humans have come a long way, from Australopithecus to Homo sapiens, from living in trees to living in cities. Slowly, through hundreds of thousands of years, we mutated over and over again, natural selection ensuring that no destructive mutations continue. From the slow evolution, four distinctive species emerged and died out, each giving way to its ' descendant: Homo Habilis, Homo Erectus, Homo Sapiens Neanderthalesis, and Homo sapiens Sapiens.

Human evolution according to research started over 6 million years ago. The outcome of the evolution process is the current human beings. Scientific studies have revealed over the years a remarkable affinity between the chimpanzees/Apes and human beings. Even though this reality is not a definitive prove that human beings evolved from apes, it does show that the human beings are in one way or another related to other primates. Scientists suppose that the humans and the primates shared a common ancestor. The subject of what makes humans what they are and their origin has been the exclusive purpose leading to many scientific studies globally (Coolidge & Wynn, 2011). Studies believe that Africa was the origin of evolution millions of years ago. Fossil remains have been discovered in different parts of Africa as well as other regions of the world. Different hominins have been discovered around the world in the last 1 million years. Thus, the different discoveries have led to comparisons between the various species of hominins to clarify on their similarities as well as differences. This essay seeks to explain whether they were distinctively different species or regional versions of the same species.