Wait a second!
More handpicked essays just for you.
Argumentative essay on evolution
Argumentative essay on evolution
Essay over evolution
Don’t take our word for it - see why 10 million students trust us with their essay needs.
More handpicked essays just for you.
Argumentative essay on evolution
Argumentative essay on evolution
Essay over evolution
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Argumentative essay on evolution
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
Enduring Issue’s are topics that have been going on for centuries, even today. Ideas and Beliefs tie into ancient Greece because Socrates believed that the gods were not real. This enduring issue also ties into ancient Greece because the ancient Greeks believed that there were gods that did things (such as Helios dragging the sun each day) that have been proven wrong throughout time with science. Ideas and Beliefs is when a certain group of people such as Athens or Sparta presume in something. According to document 2 the text says, “He engaged in a method of inquiry (now known as the Socratic method) that involves asking and answering questions to arrive at a deeper understanding of an issue”.
Today it is “recognized as a leading work in natural philosophy and in the history of mankind” (Landry). Today it seems as if there is a price to pay when talking about this topic in public, especially in school classrooms, as many teachers and parents argue that the Bible’s literal interpretation of human development is supreme. Challenges facing the theory were found relevant in 23 states as well as seven foreign countries. In 2004 a challenge was brought up by the Kansas State Board of Education. Is evolution a matter of a theory or is it the subject of “true scientific controversy” (Tamblyn)?
In 1925, the Tennessee legislature passed the Butler Act which banned the teaching of the evolution of mankind in public schools. John T Scope, a football coach and, mathematics teacher, was accused of teaching evolution as a substitute biology teacher. In this re-trial, I hold a position as a jury. Several witnesses had supportive arguments and evidences. Harry Shelton from the prosecution side and Henry F Osborn from the defense side presented the most convincing evidences respectively as Harry’s evidence presented was very acrimonious and unpleasing to John T Scopes and Henry F Osborn provided valid and scientific information to us and the judge.
Additionally, it would turn religious individuals away from theories of science such as evolution. In response, Harris argues that “the goal is to get them [religious individuals] to value the principles of reasoning and educated discourse that now make a belief in evolution obligatory” (Harris). Instead of convincing the religious community to acknowledge the truth behind scientific theories, religious individuals should be able to understand why they are true. In Harris's opinion, understanding the reason behind ideas like evolution and valuing the education they can offer is more important than settling for the religious community to simply tolerate scientific theories. Having religious communities learn to value the reasoning and logic behind science could bring the two communities closer
The growing contrast between urban and rural lifestyles led to a surge in religious fundamentalism. Those in rural america believed that city life was full of sin, materialism, and temptation — a veritable spiritual wasteland. Some of this disdain was driven by jealousy, but not all of it. Fundamentalism, although religious in origin, was first and foremost a conservative state of mind that served as a check on the liberal, city point of view. Fundamentalists considered discoveries, such as evolution, blasphemous, and that lead to the beginning of the battle over the inclusion of evolution in the classroom.
In life some feel the need to prove something to others. That they are better, stronger, or even more intelligent. Whatever the case may be people will go through extreme measures to prove themselves. But who do we really need to prove anything to? Is it our parents?
In 1859, Charles Darwin published, Origin of Species. This idea of evolution was a revolutionary advancement in history. Evolution was a concept that was taught for many years in the Tennessee schools for many years prior to the trial. In 1925, the teaching of evolution was banned in the state of Tennessee.
A monster according to the dictionary is a legendary animal combining features of animal and human form or having the forms of various animals in combination, as a centaur,griffin, or sphinx. But it is a any animal or human grotesquely deviating from the normal shape, behavior, or character. Finally my favorite a person who excites horror by wickedness, cruelty, etc. and much more. A monster can be described in a lot of ways, from the child’s version “ there’s a monster under my bed”, the adolescent view “ she looks like a monster.”
The education system of this nation is biased. Evolution has been taught as Scientific fact for many years and creationism has been treated as just a religious belief and not worthy to be taught. Even though evolutionism is also a belief that has yet to be proven, it is taught as fact in every science class in America. The Supreme court has deemed that requiring educators to teach evolution and also teach creationism unconstitutional, but declaring that was merely a violation of equality and freedom of religion. (Epperson v. Arkansas) Creationism can’t be taught as a response to the theory of evolution, nor does creationism meet the faith of scientists.
In the “Cost of Survival,” an argumentative essay, in which; voices the opinion of Theo Tucker, an individual that believes that some people “willingly put themselves into life-or-death situations,” (126) also he explains, how if these risky decisions end in needed rescue missions. Therefore, said people should pay for the cost of their rescues, because individuals that do things like “mountain climb and base jump, knowingly face danger.” (126) The author stands on the side of the argument that, these rescue missions or “efforts, can cost a lot of money, and that “The adventurer should be the one to foot the bill” (126)
The Alaskan Bush is one of the hardest places to survive without any assistance, supplies, skills, and little food. Jon Krakauer explains in his biography, Into The Wild, how Christopher McCandless ventured into the Alaskan Bush and ultimately perished due to lack of preparation and hubris. McCandless was an intelligent young man who made a few mistakes but overall Krakauer believed that McCandless was not an ignorant adrenalin junkie who had no respect for the land. Krakauer chose to write this biography because he too had the strong desire to discover and explore as he also ventured into the Alaskan Bush when he was a young man, but he survived unlike McCandless. Krakauer’s argument was convincing because he gives credible evidence that McCandless was not foolish like many critics say he was.
The students should actually know the right kind of information of how the world has become to be today and how did they become the person they are now; they should be taught by the information that has valid reasoning and evidence not by make up information that is based on belief. By learning the concept of evolution I have a strong feeling that the students will use the concepts to help them solve biological problems that they might have to face in the future. For example, students who would want to protect themselves from any sort of diseases, like the hereditary diseases, the students should first have full knowledge on the evolutionary histories of the disease-causing gene. It assures me that if evolution were taken away from learning, students would not get the knowledge that they need to know on how the world were created and that it will be difficult for them to handle issues that they might face in the future, relating to life, humans, or animals. My opinion of supporting evolution will not change, and that I believe that evolution should be taught in school so that our future will be
Cancer, heart disease, blood disorders, nerve disorders, and many more genetic diseases are affecting millions of people around the world. The more society advances, the more degenerate diseases are affecting the citizens. For a number of years researchers have been searching for cures. With new developments in gene editing, treatments for many diseases are just around the corner. Gene editing with new technology, CRISPR, matches with a specific gene and splits the protein.
Homero Castro Ms. Cabaj English IV, 3rd period 12 February 2018 Global Warming Global Warming is affecting the entire world. The issue of global warming is important because it’s affecting everyone.