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Should Evolution Be Taught In Public Schools Essay

720 Words3 Pages

Topic: Creation should be taught in Public Schools

Faith: The Ability to Believe in Things Unseen

Evolution is only a hypothesis and both, creation and evolution are impossible to prove without faith. Therefore, I believe both should be taught in public schools.
I shouldn't have to do an assignment that forces me to say that evolution is possible when I have absolutely no agreement in that statement whatsoever. I’m not saying that evolution shouldn’t be taught, i’m only saying that because it isn’t fair that people who believe in evolution don’t have to be taught something they don’t agree with. Christians listen to lessons about evolution why can’t people who believe in evolution listen to a lesson about creation? Nothing should be forced upon a child, but I believe that they should be taught creation and evolution so they can make their …show more content…

It’s said that teachers want students to use their minds to solve problems, analyze issues, to critique thesis’s, but how can a student do this if they are taught that the theory of evolution has no alternatives. Students are taught that there are no other exceptions to the theory of evolution. Even the educational textbooks leave out the doubtful areas of evolution. For example, evolution does not address the question of where did the universe come from. How did life arise since we know for a fact that life cannot arise spontaneously? The theory of evolution is like coming into a movie that is half way through to the end. (Personification) The theory of evolution only deals with the fact that life had already existed and that life forms evolve into new species. To me it seems like educators are leaving out the essential components. Only teaching students about evolution and not creation, is like a judge only listening to one side of the story and not the other.

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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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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)?

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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.

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Neglecting this idea can cause the opportunity of immense value. It extends your idea of understanding how our world became to be. However, the division between creationism and evolution will impact this as other trails besides the Scopes trial have had on the teaching of Biology. Due to this issue of disagreement, in the beginning, schools across the nation subsided the teaching of evolution; therefore, causing the creation of Darwin's ideas not be

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However, evolution is very important and should be taught in Biology classes because students need to understand how Homo sapiens evolve if they don’t believe in the biblical story. Everyone may not be Christian, so it’s important for students to get an idea or perspective of where we may have possibly come from. Whether it’s from the eyes of God or from monkeys it at least gives people a chance to choose what they believe, but as well as understand what they

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However, all bias aside, we can see that there is more understanding of science and the scientific method than first thought. All things considered, the author recognizes that evolution is a theory, acknowledges the research science has done, as well as some of the observations arising from those findings, and encourages the student ask questions while keeping an open mind. They even seem to have a kind-of, sort-of grasp on micro and macroevolution. Now, we must ask why anyone with a basic understanding of these things would desire such a disclaimer and if there are warnings on any other education

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In other words, if a person is a true believer in evolution it does not mean he will be atheist and or reject creationism. This is what Ken Ham, Wheaton College or layette education board probably feared of happening to their students or personal lives. This grand battle, however, can be solved with a simple solution. By asking a straightforward question that Author Stefan Lovgren himself asked, What if God used evolution as a tool? A tool to explain how we humans and everything around us came to be.

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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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Evolution is being taught in the science classroom through all levels of education. The worse part of this is that evolution can be proven false through science. The first example of this is that birds prove natural selection is naturally wrong. Evolution nonsense says that a wingless bird began to evolve a wing. Why this would occur is not answered by evolutionists.

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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.

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Do you think K-12 schools (public and private) should be required to teach evolution? Why or why not? When I hear the word “evolution” I think about evolutionary theory, Darwin’s theory of evolution and the big bang theory since they’ve used scientific research and methods to cause a paradigm shift within all fields of science by answering long-held questions about how a variety of species used evolution to survive in different climates. I believe that evolution should be required to be taught in public and private schools because it will allow students to question natural phenomena that occur in nature and therefore they will begin to form their own hypotheses and conclusions in their personal lives. Teaching children evolution in K-12 schools

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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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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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But I choose to believe in that and I’m not trying to force my religion on anyone. In all seriousness neither side can really prove their theories or ideas of what side they choose. In class I heard some good facts from both sides, with evolution I would like to know how the animals we supposedly evolved from were made and who made the maker that made them.

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