Reiss's Theory Of Evolution Or Intelligent Design?

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

Creationism has long been ruled out of public education and science. Creationists reject most of modern science in favor of a literal reading of the Bible. They believe that the Earth is less than 10,000 years old and God created everything fully formed (including humans). People in opposition against Intelligent Design think that in the eyes of creationists, the so called “intelligent designer” is God. Meanwhile, Darwin's Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor. Once Darwin had proposed that the natural processes could have produced every species on this planet, including humans, the creationists felt that this theory took God out of the picture. Centuries later, like many people in Dover, many people in the US agree. Somewhere between a third and half the US population doesn’t accept

The problem in scientific creationism, and what I see as a reason for its exclusion from the science classroom in public schools, is the fact that it looks as if, from the outside, the whole theory that it rest on is simply a contortion of the traditional version of creation described in Genesis, custom-made to fit in with Darwin’s theory of evolution. R. M. Hare would probably say that scientific creationism is simply a modification of the story of creation in Genesis, to fit into the ÒblikÓ of the religious fundamentalist. A blik, as Hare describes it, is a pre-set worldview held by all people, in which they draw from when forming certain opinions on any particular subject. In the case of religious fundamentalist, whose faith in the validity of the Book of Genesis is an essential part of their blik, it becomes necessary for them to contort their literal view of the Book of Genesis into a form that is scientifically acceptable. For this reason, creation science still does not have a place in the science classroom of public schools.

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

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.

The feud between creationist and scientist about the origins of the universe dates back to the 20’s during the Scopes trial. Scientist are against creationism because there is no evidence to support the theory. Scientist support Charles Darwin’s theory Darwinism, the theory that organisms evolve from simple to complex through minor adaptations over time, because it has held up for more than a century. Rowe’s article expresses how he believes that creationist created intelligent design to take the place of creationism in public schools after the Supreme Court ruled that

Intelligent design supporters have believed that a low-key approach is in order to be more successful ,rather than simply asking educational institutions to require that intelligent design be taught. Instead, they ask only that schools teach the controversy surrounding evolution, arguing that broadening the discussion will foster critical thought. (Clemmitt, 2005)

Intelligent design is not an alternative theory to evolution. Intelligent design is the belief that organisms or other things did not evolve, but were created just as they are now. In the video, the science teachers of Dover High School refuse to read a one minute statement to their classes explaining that intelligent design is an alternative theory to Darwin’s theory of evolution. Their refuting argument were as follows,

However, to truly grasp the essence of the controversy, one must understand the terminology of what school boards consensus as guiding definitions for science, the theory of evolution, and intelligent design. The common generalization shared by most Americans about science is that it’s a systematic and logical approach to discovering how things work in the natural world. This is correct, however, it is worth mentioning that this is based on fact – not on opinion or preference – and all research is held accountable to the scientific method; a rigorous process that begins with a hypothesis (an educated guess), followed by the formulation of an experiment to test the relationship of the variables in question, and ultimately an analysis, conclusion and critique of what the results yield. Darwin’s theory of evolution describes the biological processes of the

The theory of creationism versus the theory of evolution is a controversial topic worldwide. The topic delves further into whether creationism should or should not be taught in public schools. While evolution is a theory that says modern plants and animals evolved by a natural process over time, creationism is the belief that the universe and living organisms originated from specific acts of divine creation. Because evolution and creationism are both theories, creationism should be taught with as much validity as the teaching of evolution in public school. Since the early 1990’s creationism has become more and more a plausible theory. The historical events of creationism dates back all the way to the creation of mankind and the universe. Various evidence, such as the universe, point towards an intelligent designer and should therefore be taught in public schools.

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.

In the history of science vs. religion there have been no issues more intensely debated than evolution vs. creationism. The issue is passionately debated since the majority of evidence is in favor of evolution, but the creation point of view can never be proved wrong because of religious belief. Human creation breaks down into three simple beliefs; creation theory, naturalistic evolution theory, and theistic evolution theory. The complexities of all three sides create a dilemma for what theory to support among all people, religious and non-religious.

The debate between creation and evolution has been around for a long time. For much of it, it has presented a choice between the two. Some claim that you either believe in God or evolution, not both. Others, that you have to choose young earth creationism simply because theistic evolution is not a viable option. Still more present young earth creationism as a naive understanding of both the Bible and science. However, since each position has evidence in support of it and against it, it is in no way true that any of them present us with an undeniable position of definite accuracy. Furthermore, the idea that there is only a choice between creation and evolution is false. Indeed, there are more positions than even creationism and theistic