Interrupt Science Essay

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

The two-hour special documentary, Judgment Day: Intelligent Design on Trial, features the Kitzmiller v. Dover School District case in 2004. It captures the turmoil that tore apart the community of Dover, Pennsylvania in one of the latest battles over teaching evolution in public schools. Some members of the community believed that not only Darwinism, but also a so called theory, Intelligent Design, should be taught in their public high school. It was a battle between the two theories. It forced neighbor against neighbor and friend against friend. The community itself was broken half and half on the controversial issue.

Teaching of evolution has several issues. One of the main issue is that it is unfair to some students with a

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.

In the “Monkey Trial” William Jennings Bryan spoke as the leader of the Christian fundamentalist, what him and his followers wanted to do was for the people and court to find out how unfair it was for something that they perceived as “materialistic and anti-religious be taught in the very same classrooms from which all religious instruction had been banned” (Thomas, 2009 p. 25). This situation created a lot of debates among the people. Many things changed in the American public schools that arise because of the evolution theory and religion.

In the film Judgement Day: Intelligent Design on Trial, a small, rural town in Dover, Pennsylvania is being analyzed for its Kitzmiller vs. Dover court case. Dover is a school district in Pennsylvania whose school board argued that their students should be aware of Intelligent Design as an alternative to teaching Darwinism. There are several arguments being discussed throughout this documentary. The most expressed argument is whether not Intelligent Design should be taught in schools. Some other prevailing arguments are the belief that Intelligent Design and creationism are the same thing, the argument that evolution is neutral to religion, and the argument that evolution should not be questioned no matter what. Questions such as these captivate the mind and makes people wonder what the real truth is.

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

Case law supporting the absence of the instruction of intelligent design theory from secular, public education cites several main grounds for exclusion, including the unconstitutionality of ?sponsorship, financial support, and active involvement of the sovereign in religious activity? [397 U.S. 664].

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.

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,

"Religious opponents of evolution began cloaking religious beliefs in scientific sounding language and then mandating that schools teach the resulting 'creation science' or 'scientific creationism' as an alternative to evolution." (P. 21) For these religious opponents of evolution, trying to argue by using language as a mask for their religious beliefs is a smart tactic to try. However, religion often has no science to it. This leads to the question of why are these religious opponents trying to create arguments to mask their religious beliefs in scientific language and why are they so threatened by the teaching of evolution. Evolution teaches that organisms gained their functioning and complexity through a process of steps to get there. Most

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.

made living things and the theory of evolution. Some people are debating whether to teach

By having another aspect to think about can make a student see other theories as well. Evolution should not be the only thing getting credit for the way life is. Intelligent design can also explain the existence of how things are created if we actually think about it. I personally do not agree with the teaching of evolution to students. For example, I do not believe that we evolved from apes or monkeys. If that was the case, why is there still apes in the world if they evolved into human. If we actually think about it evolution was mentioned from a man’s theory. Why not believe what the bible says too just because we know a man was the one who wrote the bible does not mean it is not true. Because evolution was also written by man how do