Evolution Vs Intelligent Design

An evolutionist feels that there are no grounds for proof. However, the Bible should serve as some sort of written proof for the theory of intelligent design. It has been proven that this document has been passed down through many centuries and seems to be eye witness accounts of occurrences during the beginning of creation. Speaking from an Intelligent Design point of view, these theorists believe that the two theories should embrace the other?s belief. According to Dembski, a specialist of the belief on intelligent design, this theory keeps an open mind and it is entirely agnostic on the subject of religion. Dembski hopes to detect either a biblical god or an earlier race of aliens. Either will be acceptable to him. This theory simply states that it is not possible for the universe to implode out of nowhere. This universe had to begin with some sort of creator.

Thesis: It is patently absurd to argue that creationism and / or intelligent design deserve a place in public school textbooks in the "science" chapter or in any way near to the chapter on evolution. The United States Constitution guarantees freedom of religion and freedom of expression, so all faiths and denominations have the absolute right to worship and believe as they

The debate of whether Darwin’s theory of evolution or the theory of intelligent design is how life and the universe came to be is a very controversial topic that turns people against each other in hatred for the past two hundred years. It is still argued today whether mankind and was created due to evolution, or if an intelligent higher power created them. One significant event regarding this dissension occurred in Dover, Pennsylvania, in the year 2004, leading to the court case of Kitzmiller v. Dover Area School District, in which the citizens of Dover argued over the idea of teaching the theory of intelligent design alongside evolution in a 9th grade biology classroom. However, intelligent design is not scientific because there is not enough evidence to support it; therefore, intelligent design should not be taught in schools.

In public schools, evolution is taught as the way the world came to be. In most cases, if a student believes otherwise they get in trouble for talking about their own beliefs. Many people who follow different religions believe creationism. Creationism should be taught in public schools as a valid view of how earth and present forms came to be.

Imagine not being able to choose what you learn, this is slowly becoming a problem in the field of science. Evolutionists and other scientists are trying to stop intelligent design from being a field of science to offer in schools. The war between evolution and intelligent design has been long fought, even taken to court and the teens and children who are in school are often stuck in the dark, unable to find a side to agree with. Intelligent design should be offered in schools because it is a type of science, it has plausible theories and it fills in the holes that evolution leaves behind.

IN fact, during the Kitzmiller v. Dover Area School District case, it was found that it is “unconstitutional for a Pennsylvania school district to present intelligent design as an alternative to evolution in high school biology courses because it is a religious viewpoint that advances ‘a particular version of Christianity,’” (Goodstein 1) And what is more, it is morally wrong to teach a science that we know to be false to the future generations of our country. Many people argue that Evolution is “just a theory” and “has large gaps” while failing to realize that a scientific theory is considered valid fact, especially when it is as broadly accepted as Evolution. Furthermore, the theory of Evolution has physical evidence, regardless of how Creationists like to interpret it, which is more than can be said for Intelligent Design. Fossil records, carbon dating, rock superposition, and DNA relations are all superb and examples, to name only a few. Many other Creationists would argue that it is “unfair” to teach one theory and not the other. Besides the obvious constitutional problems and the problem with Intelligent Design being deemed an illegitimate science, this statement is still a tough pill to swallow. Essentially, these people are saying that regardless of one’s religious beliefs, all students need to be

There are many different opinions on how the Earth was created. Evolution is one of those different opinions. It is good to teach and learn about all the different theories that people have made about how the

This shows that the theory is shaky and the theory that the education system rely on is solely based on opinion. As what happened before and after they set to rely their beliefs on the evolution theory, the opinion of the scientific community with regard to theories has a great propensity to change with time. An American molecular biologist, Wells (2009) said that “Darwinism is false, it persists in spite of the evidence, and the eagerness of Darwin and his followers to defend it with theological arguments about creation and design suggests that its persistence has nothing to do with science at all.” Even the science community have doubts and criticism, so why wouldn’t the education system let the students to be informed and balanced by the appearance of two controversial theory rather than only one. Maybe the educators need some support from the community that have their children at

Within many countries, notably the United States, there is a perpetual debate on whether creationism and intelligent design are valid alternative theories that should be embodied within the curriculum of science classes. ‘Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism—intelligent design—as a scientifically credible theory alongside evolution in science classes.’ Creationism is the rejection of evolution in favor of supernatural design (Pennock, 2003) and the belief that there is a God. Intelligent design stems from this understanding and defends that many biological functions are far too complex to have been created by evolution - in which a higher being was involved in designing them. Evolution holds a great significance in the education system today and is a fundamental idea within biology classes all around the world. The contending viewpoints suggest creationism and intelligent design should be taught parallel to the theory of evolution and hold similar significance within the science lessons of high school students. In turn, many biologists have fought against legal cases in the hope to cease the implementation of these substitute theories and to keep them out of biology classrooms.

We can agree that scientist are people whose job is to explain why something is how it is, but there humans just like us and they also have their own beliefs therefore they can be bias, since there not neutral and like everybody else they grew up with certain beliefs that can determines what they do with the evidence. After spending some time doing research on scientific theories about creation and creationism, I can say that all the theories of creation is no more truthful than creationism, and instead of just teaching scientific theories in the school system, we should push for creationism to be taught as well for the purpose of supplying demand, freedom of speech, and developing critical thinking skills in

As a member of the school board, I believe that it is in the school’s and children’s best interest for me to thoroughly examine the Discovery Institute’s “The Theory of Intelligent Design: A Briefing Packet for Educators, before it is allowed to be taught in the school’s biology curriculum. I need to make sure that this packet is not conflicting with the material that the students have already been taught. Within the briefing packet I found many claims that conflict with Darwin’s theory of evolution, which we have already been teaching the students. This is slightly concerning, considering that the students might become confused as to what is the correct information. To make sure that it would be in the school’s best interest to include Intelligent Design in the biology curriculum I have decided to compare the two theories side by side. By comparing what we are already teaching the students through books like Your Inner Fish by Neil Shubin I will be able to give my opinion of whether or not the curriculum should include the theory of Intelligent Design.

Despite great efforts to convince the opposing belief for centuries, 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, the 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 information, schools should present information about both evolution and creation to students and promote a self-deciding way of learning rather than forcing students to believe one theory over another. Benjamin Franklin stated, “A man convinced against his will is of the same opinion still.” (Morris 1). Those who already have a firm belief either for evolution of for creation will support their view no matter what is taught in schools. However, the population of people, who lack an opinion, deserve the right to receive information of both theories in school. Devout evolutionists, as well as creationist, connect strong emotion to the controversy of what should be taught in public school systems, yet to

Count me in as one of those proponents who believe higher learning institutions should permit and NOT require Intelligent Design taught as a course of study. In reality, the quest for the origin of human life and the creation of the universe has proponents of Evolution and those in favor of Intelligent Design disagree over which model should be taught in schools all across the United States. Naturally, I am in favor of teaching curriculums that philosophically challenges students and believe both the Theory of Evolution and Intelligent Design should be evaluated then decide for ourselves, if we developed from a cell-like entity through random genetic mutations or a designer must be responsible for creating us. That’s why it is important intelligent

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

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.