Religion and Science in the Classroom Essay

1850 Words8 Pages
Science, in Albert Einstein’s words, “describes what is.” “Such a description consists of certain laws of nature, which summarize observed patterns, and theories” (Peshkin 46). Science and religion are the main components of the ongoing national debate about the teaching of evolution in our public schools (Peshkin 46).Various religions reject or ignore the contributions of science, arguing that science displaces God, questions religious belief, and degrades morality (Molloy 547). Others disagree, appreciating science and the important information that has broadened our knowledge by providing explanations for natural phenomenon, and continuously enriching our lives. In some religions and traditions, science poses ethical questions. Does…show more content…
If public school teachers want to inform students about creationism, they should do so in a religion class, not a science class.
“Intelligent design or Creationism, as typically viewed on by its American advocates, draws on a literal interpretation of the Judeo-Christian tradition that the world is no more than 6,000 years old and that all species of life on the planet were created over a period of 6 days by a monotheistic deity” (Overton 934). In contrast, evolutionary theory maintains that biological life originated by way of a natural selection process over billions of years (Morris 78).The concept of evolution, since its inception as a scientific theory through publication of Charles Darwin’s “Origin of Species” in 1859, has faced religious opposition (Verma 206). Intelligent Design has been gaining acceptance in the United States. According to a series of polls, conducted during the last 25 years, about 50% Americans believe in the original form of Creationism (Lewontin, 2005). Former President Bush agreed to teaching evolution and intelligent design side by side in science classes (Dawkins & Coyne, 2005). A school board in Dover, Pennsylvania voted against introduction of intelligent design as an alternative to evolution in biology classes (Goodstein, 2005). In Kansas the school board accepted intelligent design as part of the curriculum alongside evolution (Wilgoren,
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