Public Education: Teaching Evolution, Creationism, and Intelligent Design

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Austin Simandl
Heather McFall
English 151
May 29, 2009
Public education: Teaching Evolution, Creationism, and Intelligent Design
As a high school student I attended Indian Hill in Cincinnati, Ohio. Sitting in my fourth period class on yet another boring day of high school I couldn’t help but notice my science teacher acting a little peculiar. My teacher was teaching the subject of evolution to a diverse class. It is like he became a different teacher. I remember that was the fastest day of class. All through high school I noticed my teachers would act uncomfortable when dealing with the subject of evolution. Most of my teachers would quickly hurry through the lecture with little class participation and discussion. Other times I’d notice my teachers becoming bias to certain viewpoints and swaying the class activities to their side. So I wondered, do teachers feel uncomfortable teaching a subject or subjects so strongly debated over. On the other hand my teachers would never give an alternative theory or belief to counter what evolution says. With all the different opinions around the spectrum, is it impossible to narrow down one specific theory or belief to teach? Evolution, creationism and intelligent design should be taught in public schools only to inform and educate students with the knowledge from the theories debated upon.

Evolution and intelligent design are two intricate theories while creationism is a belief. Within evidence or knowledge of each theory there is a basic explanation of how life was sparked. Evolution, which is currently taught in science classes, is a process of natural selection or survival of the fittest. This means that species evolve or adapt to their surroundings in order to survive. A man named Charles Darwin is given credit to the theory because he was the first to show evidence of species adapting over time in the Galapagos Islands. His evidence can be interpreted to the creation of human species with discoveries of ape skulls showing change equivalent to what human skulls look like today. This is a huge concern to many individuals around the world apposed of Darwin’s theory of evolution: believers of creationism and intelligent design. Creationism is based on the biblical story Genesis, the first book found in the beginning of the Old Testament. It explains how human life was created by God. There are many different versions of the story varying from many monotheistic religions like, Christianity, Islam, and Judaism. An example of creationism is the story of Adam and Eve. As described in the beginning of the Old Testament, Genesis describes them as the first human beings on earth created by God, thus beginning human life. Although creationism may be similar to intelligent design, they do have some differences which should be discussed. Intelligent design based on a historical theory, design theory, which “is the view that nature shows tangible signs of having been designed by a preexisting intelligence” (Dembski). This is different from creationism because instead of involving religion, intelligent design says there is a higher force that created life but not God. Intelligent design simply claims, "That intelligent causes are necessary to explain the complex, information-rich structures of biology and that these causes are empirically detectable," rather than trying to infer God’s existence or character from the natural world ((Dembski). So should evolution, creationism, and intelligent be equally taught?

It’s simple; there is no solution to debating between evolution, creationism, and intelligent design because it is never ending. So, why is evolution only taught in schools and not creationism and intelligent design? The reason is evolution has fossil records, scientific research, and minor evidence, while creationism and intelligent design have none. This is wrong because evolution isn’t proven, just like creationism and intelligent design. Therefore how can the...
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