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Argumentative Essay: Charles Darwin's Theory Of Evolution

753 Words4 Pages

For millennia, the age-old question of mankind’s origins as well as the origins of all life has been unequivocally answered by the dominant force that is religion. Throughout this time, stories like those of Genesis as stated in the Bible have maintained a monopoly on belief about life’s beginning and have enjoyed their unrivaled influence. In the last century and a half, however, a richer, stronger, and in my view, more compelling argument has come to fruition: Charles Darwin’s theory of evolution. Darwin’s seminal work, On the Origin of Species, published in 1859, has provided the sturdy foundations for the solidification of his theory that random variation plus natural selection links all living things to a common ancestor. Perhaps unsurprisingly, …show more content…

Darwinian theory is a rigorously tested and empirically proven claim about the natural world. It must be taught in the biology classroom just as gravity is taught in the physics classroom or atomic theory is taught in the chemistry classroom. Creationism on the other hand, is a purely faith based perspective of the natural world and provides nothing but supernatural explanation. Evolution is an essential lesson to teach students and failure to do so will result in a lack of a scientifically literate next generation of adults. Creationism must be kept out of the classrooms of public schools, if at the very least only to honor the Constitutional provision of a separation of church and …show more content…

It is a well established fact that higher levels of education are proportional to higher incomes. Although one can still be successful without pursuing college degrees, it is a popular consensus among all Americans that education is essential in today’s highly specialized, unforgiving job market. To not allow the teaching of evolution in schools is to severely handicap the futures of students interested in any area of life science. For CEO of the Planetary Society and overall science educator Bill Nye, teaching evolution to kids is necessary for the innovative progress of the United States. In a video posted on the website of Big Think©, the Science Guy reasons ”when you have a portion of the population that doesn’t believe in that [evolution], it holds everybody back, really.” Nye begins to beg further questions on how we educate our kids. Scientific discoveries are going to continue to occur, that’s just how science works. Many of these discoveries will most likely not mingle very well with certain fundamental religious beliefs. Are we expected to ban the teaching of new and exciting scientific breakthroughs simply because they might interfere with an aspect of traditional religious ideas about the world? This is the kind of dangerous territory we are heading towards if we continue down this

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The Scopes “Monkey Trial” changed the way science and evolution are taught in America’s school systems today. The trial came about when John Scopes, an algebra and science teacher, taught evolution as a plausible theory while filling in for a biology teacher at Rhea County Central High School in Dayton, Tennessee. The action went against Tennessee’s “Butler Act,” which prohibited teachers in public schools to “teach any theory that denies the story of the Divine Creation of man as taught in the Bible, and to teach instead that man descended from a lower order of animals.” Scopes, along with others in the community, wanted to change the law so that students could be taught Charles Darwin’s theory of evolution, and the matter was taken to court. The

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In “Inherit the Wind”, there is a school teacher, named Bert Cates, waiting to go to trial for a crime he committed. Cates decided to teach about evolution, a topic that was banned in school. Everyone but Cates thought it was wrong, so the question is, should he have taught evolution? I believe he made a bad choice to teach it. The most important reason is that it is illegal to teach it and he should have known that.

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If we had to have any laws against evolution the state should regulate teaching evolution because the state is able to regulate teaching evolution better in their state and would be able to understand what their state needs more. In the 1920”s in Tennessee where the Scopes Trial happened there was a new law called the Butler Act. The new Tennessee law, known as the Butler Act, stated that these idea could not be taught in public schools (1A Pg,10). Like stated before evolution was a hard subject to discuss because you never knew who be offended or who would think that you are an awful person and against their religion because you just brought up evolution in scientific terms. Teaching evolution in the 1920’s was a very rough subject to teach because if you tried to teach evolution a student may try to ask like how we got here and tried to relate it to the bible then another student may get offended because it may offend their religion or how they view evolution.

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In spite of the fact that some people may not be happy with the teaching of both creationism and evolution in schools, I believe they should both be taught. In the event that only creationism were taught, or only evolution, many people would be seeing red. The Scopes Monkey Trial happened

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No matter where a law is passed a disagreement will be brought up saying this teaching is “unconstitutional”. Even though many view this teaching “unconstitutional” the concept of understanding biology is very critical. “ Evolution is the only scientific explanation for the diversity of life. It explains the striking similarities among vastly different forms of life, the changes that occur within populations, and the development of new life forms. ”(Bull)

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Darwin’s theory of evolution belong in Biology classrooms because the idea was created using a series of experiments and research. Because Evolution includes many scientific methods it belongs in classrooms. Darwin’s theory also has many years of research to back it up. All reasons that Creationists use to back up Creationism are contradicting such as the idea that God made the earth appear to be much older than it actually is while Evolution has Scientific evidence and facts to say why the earth is the age it is. Evolution is explained through the process of natural selection, broken down step by step but Creationism simply states that man was made from dust and women were made from Adam’s rib.

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In Hillsboro, the students only had what they learned from their parents influencing their opinions but Cates was able to allow them to be more open-minded to the other side of the argument. In conclusion, I believe that a teacher can impact/influence how a student thinks about important/controversial topics and this is what gives them the right to think as Drummond explained during the testimony. You only have the right to think when you know the whole truth and nothing is being kept from you, otherwise, you are being forced to accept the only truth that you know. In Hillsboro, most people only accepted creationism because they didn’t have the freedom to think for themselves. They were taught that to think differently from creationism was wrong but that wasn’t

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The Essay “Good Arguments Against Evolution” is an argumentative essay that argues against evolution and for the existence of God, the essay is by a website www.creationtips.com a Christian site. The site is all about creationism(Support for the argument of a God), and the essay is aimed at atheists and agnostics. The Author of the essay at times effectively used rhetoric to fairly get across their view, but their over reliance on ethos and pathos overall negatively affected the essay stripping the argument they were presenting of depth. At times throughout the essay the author from the website uses rhetoric to convincingly get across he

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If evolution is to be taught, so should creation. If teachers refuse to teach creation than you simply get teachers who are willing to teach both. Although if the school system isn’t willing to hire teachers with the desire to teach creation, then they shouldn’t be hiring teachers who want to teach evolution. It is simply an issue of equality and freedom of religion, students are being forced to learn things that contradict their own beliefs. Students will turn their backs on their beliefs because they start to question them.

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After understanding the concepts of evolution and creationism my vote goes to supporting Evolution. I would support evolution because students will be given accurate information of how different and similarities forms of life, the change in population, and the process of new forms of life came to be. This will bring out the best for our upcoming future because students will use the proper evidence in making more rightful decision that will actually help our society better than before. They would not make any decision that will be based off of religious belief and that is where creationism fall in. Creationism is more towards the religious belief that God has created the world and developed divine creation.

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As a member of the School Board, it has been brought to my attention that the subject of creationism and evolution are being taught in the classroom and “Concerned Parents” have an issue with these particular topics and would like for them to be eliminated from the curriculum. In regards to the School Board, we come to an agreement on keeping the subject of creationism because of the following reasons: diversity and freedom of speech. Keeping the subject of creationism in classrooms brings diversity because it is important for students to know all ways of thinking. Creationism inspires, deliberations, and reassures students to articulate thoughts that help them develop skills that solely cannot be gained through a stringently academic education. The last reason as to why creationism should be allowed to be taught in classrooms is freedom of speech.

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But it can be handled more effectively than it has in the past. It is suggested here that both options—creationism and evolution—can be accommodated in the public schools of America, although with restrictions that may not completely satisfy proponents of either viewpoint (Davis, 1999 p.670).” After, observing the arguments for teaching creationism and intelligent design in public schools with evolution, as well as against teaching both in the same setting, the perspective of this paper will present its argument in favor of teaching about creationism and intelligent design with evolution in the public school as well as suggestions for how to approach it. As for the integration of faith and learning, and in light of the first amendment, and for informing citizens, it is best to consider teaching about both creationism and evolution in public schools. “By exposing students to different perspectives, students are better able to choose for themselves what to believe and thus better able to exercise their personal autonomy (Warnick, 2009, p. 305).”

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A bigger issue arises in the science classes. Do we teach creationism along side evolution? Should we just teach evolution and forget creationism in general? Can religion impact the development of a child? Can learning to much delay their developmental progress?

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Students are encouraged to form their own opinions and think open-mindedly based on the information presented to them, yet in the topic of life’s origins, they are no longer being afforded this opportunity because of the ban on the teaching of creationism. Creationism should be taught in schools because it does hold validity with several well-respected scientists and utilizes evidence observed by scientific studies to accurately support its main aspects. Critics often dismiss creationism as a hoax that lacks serious thought and accreditation from accomplished scientists. However, several well-respected scientists agree with the theory of creationism as a rational explanation for the

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