Creationism should not be taught in public schools essay

Even Darwin himself expressed the notion that ignorance is more dangerous than knowing nothing.

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This is the side effect of regular school life and is how most children pick up social norms, beliefs and basically the things that will mold them as a person. Creationism and other such belief systems inspire debate and encourage children to articulate thoughts that help them develop skills that simply cannot be gained through a strictly academic education. Arguing that creationism is forcing religion on children is akin to saying a history class on World War II is forcing fascism on children.

Living in a society that allows people to express their views openly without fear of hostility as long as they do it nicely means that we will often have to hear things we disagree with. Painting every issue as black and white, right and wrong gives them an unrealistic view of a world. The same thing that gives you the right to not believe in religion gives other people the same right to practice it.

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One commonly-held view of creationists is that they are a bunch of religious zealots feverishly ignoring an ever increasing amount of evidence contrary to their beliefs. However, although those people exist, there also exists a sizable number of people who believe the two trains of thought can co-exist. Even the pope says that faith and evolution can co-exist. Also, by being unbiased and not teaching one side over the other, it will be much harder for anyone to take offense.

Creationism and Evolution Taught in Schools Essay

Even among professionals, there is still a lack of agreement on the issue between evolution and creationism. This method is supported because it will allow students to think for themselves and will preserve a maintained sense of academic freedom in the classroom; students can learn about evolution as a theory and creationism as a belief. Some still believe, however, that teaching creationism or intelligent design is the premier way to handle the issue [Staver 16]. These experts trust that students will be forced to question their own beliefs in the classroom if evolution is taught.

They have created intelligent design as an alternative scientific explanation for the origin of life with their own religious beliefs laced throughout the idea, and feel that it must be taught as science. Scientific professionals agree with the idea that evolution should be the only scientific theory of the origin of man and that creationism, intelligent design, and other religious ordeals should be nonexistent in the public school curricula.

This is because religion and the beliefs that follow it are not proven sciences or theories.

Should Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?

Instead, they are merely beliefs that have not been subject to scientific research. Many scientists agree that with the birth of intelligent design, creationists went from protecting their religious beliefs in the classroom to promoting them throughout America as a whole [van der Pool 22]. The purpose of this essay was to cultivate information about the struggle between evolution and creationism in American public schools, and address the ideas and beliefs behind that struggle.

Research was done in the areas of science, theology, government, and the public school system for an accurate depiction of what is being done about this subject from all fronts. By examining the background of the confrontation between religious beliefs and the theory of evolution, it is easy to understand the argument as it exists today. The battle may rage on in the classroom for years to come, but a conclusion and a settlement can be made.

There are a multitude of resolutions to the argument: by coming to an agreement that intelligent design is not science, or that creationism does not belong in science classes, or if the theory of evolution is disproved, America and its citizens will benefit. With a critical analysis of all parties involved in the issue and the numerous stances that can be held, conclusions can be derived and it is possible to understand why the situation is what it is and what it may be in the future.

Main Assertions The main assertion is the best way to deal with religion in public schools by means of studying the past. Fraser also makes the claim that the public school system in the United States can survive if it builds tolerance and diversity. Fraser takes a neutral stance on religion and public education, while showing the history of religion and education and the questions that arise within the topic. The text moves on to discuss Roman Catholics, literacy in the slave era, and immigration from to Author Analysis The School of Education at Northeastern University provides its students with a wide range of options of concentration.

The school offers programs for those seeking to be K- 12 teachers, administrators, as well as college administrators. James W. Strengths and Weaknesses Between Church and State: Religion and Public Education in a Multicultural America was published in , but its subject matter still applies to religion in public schools today.

Why Creationism Should Not Be Taught in Public Schools Essays

Although Fraser is a pastor at Grace church in Boston, Massachusetts, he takes a step back from his own faith and considers what must be done about the situation concerning teaching creationism in the public classroom. Unfortunately, the book is unable to take a definite stance on the issue. The work serves more as a collection of historical accounts than a way for Fraser to make a point. Fraser makes some conclusions from the historical evidence, but does not give a definitive opinion. He manages to give an analytical history of the battle between creationism and evolution while keeping a relatively neutral position on the issue at its entirety.

Fulton [6], Isaak [13], and Johnston [14] all see the benefit of teaching students about creation. However, Zindler [17], Wilgoren [3], and Williams [7] generally disagree, concluding that teaching creationism merely gets in the way of students learning facts associated with evolution. Use in Final Essay I plan to use the source as a sort of historical reference on the topic, as it covers the history of religion in education as far back as The prediction for what Fraser foresees in the future also serves as a guide to make my own predictions about the future.

Main Assertions The main assertion is that faith is the backbone of a complete education. Anderson brings up his own beliefs to keep from having any kind of bias; he also admits that a lot of what he writes about is idealist, but he explains why; he believes that public education has a lot of promise. The book covers four case studies involving the teaching of evolution, teaching literature and history, and character education.

These case studies offer approaches to teaching evolution, character-forming programs, and other specific topics. Ronald D.

Anderson is a professor of education at The University of Colorado at Boulder, specializing in science education. The majority of Dr. The main idea of their works is that creationism can belong in public schools in a reasonable fashion. However, Wilgoren [3], Antolin [8], and Fulton [6], appear to be in favor of evolutionary theory being taught in public schools rather than creationism, or at least both of the ideas together.

Strengths and Weaknesses The fact that the author takes the stance of a science educator that believes religion can exist in public schools is a rarity, as compared to other sources of information. Anderson makes up for this, however, by including four in- depth case studies about religion in the public school system.

The Creationism Debate Essay examples

Use in Final Essay This source will be used to portray a viewpoint of those who are for the presence of religion in public schools. Teaching about the controversy would give students an opportunity to choose for themselves what they believe and rather than making it a debate between science and religion, the issue would pertain more to academic freedom.

Louisiana Governor: Teach Creationism In Public School

Since its establishment, it has owned The New York Times, the International Herald, and the Boston Globe newspapers, as well as 16 other newspapers, some of which are distributed internationally and, roughly, 50 web sites. Robinson and Chairman Arthur Sulzberger, Jr. Because of the vastness of the company and its partners in journalism and the media, The New York Times Co. Strengths and Weaknesses The information presented in this source is very useful because it is relatively unbiased. It does not focus on only teaching evolution or only teaching creationism and intelligent design in the public classroom.

The article was also written very recently in , allowing it to give pertinent information that can continue to be useful today. However, because of the subject matter in the article, it successfully provides background information on the topic as a whole. The four compliment each other by taking a middle ground while writing about the issue. If any bias is evident, it is toward the cooperation of both studies in schools. Similarly, Johnston [14] and Anderson [2] take the side of creationism in public schools.

The document does not focus on only teaching evolution or only teaching creationism and intelligent design in the public classroom.

Creationism should not be taught in schools, says Scottish education minister | The Independent

Use in final Essay The source will be used as a demonstration of how both evolution and creationism can belong in the classroom together. Main Assertion The main assertion is that religion in public schools has different in affects different states. The debate between what to teach is powered by supporters of evolution and advocates of creationism and intelligent design. Debates between the two are occurring on not only local levels, but state levels as well. The article also reveals a gritty view of the argument or war, to some by portraying how fundamentalist Christians feel about the issue.

Many are hoping for the death of liberalism; something plausible if enough people start doubting the theory of evolution. Author Analysis Peter Slevin is a staff writer for the Washington Post, with published articles dating back to the summer of The Washington Post Co. The company also takes pride in its educational programs as well. This document is also very useful because of how recently it was made.

The fact that it was produced in justifies the use of the information it provides. Unfortunately, Indiana is not one of those states. If more information on the debate was present in the article, it would bring a new kind of strength to the paper. A reliable account of the debate in Indiana would provide even more relevant information.

Compare and Contrast Slevin [4] keeps a neutral status while reporting about the battle between creationism and evolution and their place in the public school system. The primary topic of his report, however, center their focus on that of those in favor of creationism and intelligent design over evolution. Slevin [4] can most be compared with Davis [5], Isaak [13], and Spellings [10] in that while creationism and intelligent design, the main idea of the article is not to choose either side of the argument; the source is merely used to expose the readers to the argument and provide information about it.

However, the National Center for Science Education [18], Johnston [14], and Wilgoren [3] all take the apparent side of evolution, and have more of a tendency to keep from being neutral.

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The three agree that evolutionists must fight to keep religion out of the school curricula. Use In Final Essay I plan to use the source as a base for information about the feelings of those for the teaching of creationism or intelligent design. His dissection of the debate itself can also serve to be very useful. Different ideas are brought into the equation; one stating that evolution is not a theory, but a fact, as stated by a Kansas high school biology teacher.

The other, as posed by a member of the Kansas Board of Education, suggests that students should be taught both, allowing them to decide their own beliefs on evolution, creationism, and intelligent design. Sixty-eight percent of surveyed Americans prefer that both creationism and evolution be taught in public schools.

Forty percent were in favor of completely dropping evolution from school curriculum, only to replace it with the idea of creation as it is in the bible. Time Warner Inc. Strengths and Weaknesses The main assertion covers the controversy in Kansas and how it spread across the nation. The article was published in early and provided pertinent information for that time. The article still works as an example as to how creationism vs. The article also presents the opinions of specific individuals on the topic. Each interview is with someone who believes in either side of the argument, which adds depth to the article and makes it very valuable.

Other pieces of data and random facts or statements separate the article from others. While many sides of the argument are discussed well, they could be covered in even more detail.