Should Creationism Be Taught In Schools 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 Creationism/Evolution Continuum Personal Response Essay In her essay entitled “The Creation/Evolution Continuum,” Biological Anthropologist Dr. Eugenie Scott seeks to dispel the false dichotomy that is often posited between the proverbial “creationists” and “evolutionists” by differentiating the religious, philosophical, and scientific beliefs of several subgroups within this divide. The continuum, as illustrated in the essay, depicts a line separating “Creation” from “Evolution,” marked by eleven distinct viewpoints that are then individually outlined within the essay. The most dogmatic religious and scientific viewpoints occupy the poles of the continuum and represent an inverse relationship between belief in modern science and ancient

The riddle of the origin of man has been subject to many ponderings and theories for thousands of years. In America, two theories concerning this timeless question have driven a spike through the general populace. These two beliefs, Evolution and Christianity, have driven a riff through the American populace and fueled several debates and conflicts over which is the truer theory. Incidents such as the decision of the Kansas school board to ban schools from including the Evolution Theory from their curriculum are becoming a tragically frequent and threaten to escalate if not checked soon. However, there is a growing belief in America today in the possibility of believing that evolution is an inescapable fact while still

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.

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

For as long as mankind has had the curiosity to gaze at the stars, we have been constantly questioning our origin and place in the universe. From simple, yet elegant solutions (like our world being on the back of a large tortoise) to the more complex pantheons of gods and heavens, humanity’s dedication to classifying and comprehending our universe has enabled us to weave rich and complex mythologies and beliefs. However, in America today there are two prominent paradigms that are shaping how we see the world—Christian creationism and scientific evolution. These two schools of thought, like many other conflicting models of the universe and its creation, have fueled passions and incited spirited rivalries among its most ardent followers and fanatics, but, again like many other opposing beliefs, at the same time it is easy to see how they can be reconciled both within and without oneself. However, many scientists and theologians believe that one of the two is blasphemous and the other is gospel (or textbook) truth. For example, in Scott D Sampson’s essay Evoliteracy, (2006) Sampson denounces Christianity and pushes for everyone to learn the theory of Evolution instead of creationism. While he is correct in wanting a more educated populace, Christianity is not an inherently wrong construct. Similarly, many of those pushing for intelligent design have similarly decried the evolutionary theory as

Should religion, such as Christianity, be taught in public school? Droves of people, theists and atheists alike, ask and answer that question every day, but it is usually met with much scorn and heated arguments. A compromise can be reached, however. Even though Creationism is not scientifically supported, it does need to be taught in public schools, with one major difference; it should be taught only in history classes, owing to the fact that it has contributed to important events in history. Students need that perspective to understand certain historical events and why some people did what they did.

Creationists believe that life was created in its current form by God. Studies show that 38% of Americans believe in creationism. While this percentage has been going down over the years, it is still much higher compared to other developed nations. The debate about teaching evolution in schools has been going on since it was first discovered. This topic is especially debated in the United States because some religious people believe that teaching evolution as a scientific theory violates their religious freedom. Most people who believe in creationism attend church weekly and are less educated than those who believe in evolution.

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,

Everybody should have a right to believe in whatever religious or spiritual system they want. Living in America, people are legally guaranteed that freedom, as well as protection from being persecuted for their beliefs. Recently there’s been a lot of talk in the media about religious freedom, as a result of the gay marriage controversies. Many people have cited gay marriage as an attack on their religious freedom. However, an excellent Huffington Post article highlights what qualifies as a threat to religious liberty and what doesn’t via a series of questions. One of the questions is presented like this (Heath):

Evolutionist believe that their carbon dating method is accurate and can specifically date fossils and bones back to a certain period in time. They believe this works for when something dies the carbon 14 it has in its body will start to decay. So when half of the carbon 14 that used to be in this living thing has decayed they say that it has been dead for 5730 years which is considered a half life. Creationists believe that Carbon Dating is inaccurate for many reasons. Charles Darwin was making the assumption that the earth has been around for billions of years when he published his book ‘On the Origin of Species’ in 1859. It was not until 1940 when radioactive Carbon 14 was discovered by Martin Carbon. Carbon dating was not invented until 1947 by Willard Libby (Radiocarbon dating). So how would we know that the fossils or bones are really that old back then? Also, Carbon dating is only reliable back to 50,00 years ago, so how do they determine the Earth is actually 4.5 billion years old with only 50,000 years of so called proof? The Big Bang, common ancestry and carbon dating are all proven false if you just use common sense. Although an evolutionist would probably bring up how was God created and how would we know God is real but that ties in with your faith. It is difficult to believe evolution with all this evidence that shows it is

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.

The issue with climate change is between Christians, and people who believe humans are the problem of why climate change is happening, and getting worse. Although Christians know that God is making climate change happen for a reason, there is still an affect on the way humans take care of the earth. Numbers 35:33 says, “You shall not pollute the land in which you live, for blood pollutes the land, and no atonement can be made for the land for the blood that is shed in it, except by the blood of the one who shed it” (New International Version). Man (Secularists) say that earth has been here for billions of years, and the Earth’s temperature has been stable for over ten-thousand years. Now that observational science shows that Earth’s climate is now changing, secularists assume that human activity must be the cause of this change in temperature. But, these models are unprovable assumptions about Earth’s history. Methods such as the tree ring and ice core dating that are used to give these stable temperature readings are also unprovable assumptions” (Foley, Avery. “Science Confirms Climate Change!”). “Now, according to God’s word, we get a very different picture of Earth’s history. The Bible says that the earth is not billions of years old, but rather only six-thousand years old. Originally, there was a perfect creation where there was a “perfect climate”. This climate was

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.