The Importance Of Creationism In Schools

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.

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

Even though there is a large quantity of people that believe that creationism is not able to be proven scientifically, it should have at least a little prevalence in public schools. It should be in history classes. There are far too many historic events to bring up that have had quite a handful to do with creationism, especially with that of Christianity, but here are some of the more important ones: the Crusades, which lasted from 1095 to 1291 (there were multiple crusades). They consisted of European Christian armies taking over various bits of large land, such as Israel. And yes, they were needlessly violent and usually ended up with a ground littered with the corpses of fallen Israel soldiers and

In my opinion Evolution should be taught in school but so should Creationism. I think students should be able to choose which theory to learn in school. None of either theory should be forced on students. The argument between teaching each one is that Evolution is a proven historically fact according to the National Academy of Sciences. The majority of those people who desire for creationism to be taught in the public schools cite that it is scientific. They push for the teaching of creation science which is defined as "scientific evidence for creation and the inferences from that evidence" (Tatina 275). The inferences from that evidence are "sudden creation of the universe from nothing, recent formulation of the earth, creation of man and other biological kinds, a worldwide flood", and

Vanessa Alacantar was a high school student who wrote an argumentative essay entitled “Why creationism should be taught in schools.” As can be ascertained from the title, the author’s position is that the theory of creation should be taught in schools alongside evolutionary studies. She writes the essay with a sure and almost condescending tone, making certain claims out of context in addition to using faulty logic in what I personally see as an attempt to confuse the reader about the view opposite her own.

Evolution is the most popular theory currently taught in public high schools, and is widely accepted as a sound scientific concept to teach. However, it is equally true that many disagree with evolution and many of its concepts as an explanation of the origin of life on our planet, and it is thus my opinion that evolution should not even be taught in public science classes, as it is not scientifically sound, nor should be a part of a wide variety of concepts taught to students that that should also include intelligent design, creationism, or any other number of theories that have just as much of validity as evolution.

It would be an understatement to claim that the realms of faith and reason rarely conflict. Since the earliest days of scientific inquiry, these two spheres of thought have been locked in a vicious battle, only letting up as religion has gradually modernized to accommodate newer understandings of the universe. But, as is the nature of any age-old debate, the fires fueling this conflict have once again been fed, this time with the controversy surrounding the teaching of Intelligent Design in public schools. The proponents of this alternative “theory” to the origins of life claim that they have been silenced by the Darwinian establishment and support integrating their ideas into the classroom through such means as textbook disclaimers or

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.

The debate over the origins of the earth and of life has captivated and divided America since the late 19th Century. Evolutionists and creationists have battled in courtrooms , churches , academia , and public schools over the course of the 20th century and continue fighting, or attempting to make peace over, this culture war today. The debate has changed between the time of the Scopes Trial and the present in several important ways. First, creationists have developed many more diverse arguments, and employ not only biblical and moralistic arguments, but scientific evidence, logical arguments, and political rhetoric to counter evolutionary theory. Second,

The objection to evolutionary theory and it's teaching began well over 100 years ago. Charles Darwin proposed in 1859 that populations of organisms underwent evolution through a process known as natural selection. Three years prior to the publication of this theory, in 1856, he wrote of "creationists" in a personal correspondence (Darwin, 1856). The notion that scientific theory conflicts with and rejects religious dogma has been a persistent, pervasive one. Religious organizations continue to push for the acceptance of creationism or intelligent design in school today. Despite the numerous legal cases brought to forth to force the teaching of creationism in public schools, we of the school board maintain that creationism has no place within our schools.

Creationism is the process by which different kinds of living organisms are thought to have developed and diversified from earlier forms during the history of the earth. As you can see, they are two competing theories. But only one seems to be taught in public schools, funny right? Nobody ever seems to criticize evolution in any course materials or textbooks, it just can’t be stated as a scientific law. The controversy believes that sudden appearances of chaos from nothing and god can’t be enough evidence. However, we can’t find transitional fossils between ape and man to back up evidence for evolution.

The theory is made in assumption that pure creationism, for obvious reasons, can never pass as unaffiliated with religion, and thus can never be taught in government-funded public schools. As of now, its proponents’ claims for the earth’s age vary between 6000 and 4.5 billion years ago, as long as God did it (Branch). Rather than relying on scientific evidence, intelligent design thrives on the most miniscule of holes in evolutionary fossil records and the unfathomability of a living cell being created from inorganic matter. These holes are then complemented with ignorance of viable proof of evolution; proponents of the field have managed to turn these two elements in a supposed science. However, the yet infantile theory has still made its way to public schools in five states, with as many as twenty states currently debating the validity of evolution education.

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.

Creationism being taught in public schools is not right because there are many beliefs about how the earth was created. Many science teachers have different beliefs on this particular subject. Some believe it should not be taught in public schools but on one’s own time at home, church, or another place. Other science teachers think students should be taught all the believable theories about evolution and creationism. Some science teachers have gotten in trouble with the law by not obeying other laws regarding evolution and creationism. This has lead to a lot of controversy in the science world. Even though many students have different views on creationism, not all of them are very accurate in the ways they portray the teachings of