Orthodoxy and Progressivism: America’s Battle over Education and a Silent Majority
There are many polarizing debates over the quality and content of the curriculum taught in Public Schools and Universities, typically there are two clearly predictable groups that emerge and square off for battle, the conservative orthodoxy and the secular or liberal progressives. As each side vigorously defends the extremes of their positions, they have apparently and unwittingly created a silent majority that may also wish to be heard.
A recognized educational policy maker acknowledges a sampling of some contemporary issues of debate in the educational policy arena:
For American public schools, the interplay between public policy has been rather volatile, thanks to both state and federal constitutions mandating an ever shifting degree of separation of church and state, yet permitting free religious expression. Some of the most intense political disputes in the past 40 years have involved educational issues such as the teaching of evolution or intelligent design within public schools, publically funded vouchers for attendance at religious institutions, state-sanctioned prayer within public schools, and the rise of sexuality education. (Lugg, 2004, p. Abstract)
Given the many battlefields that exist in America’s Culture War on public education, the main focus will be on the contemporary battlefront in the debate to include Intelligent Design in the public schools’ science curriculum. From the vast amounts of information that exists on this topic alone, it is important to define ID, identify the polar opponents, and understand a brief view of their core issues.
Intelligent Design is a new and developing theory that states that the origin and complexities of life can be attributed only to the action of a supernatural intelligence. This theory claims that the origin of life cannot be ascribed to natural causes or mechanical mechanisms, such as those described by evolutionary science (Johnson, Spring 2006, p. 222). It does not reject evolution as a means
A recognized educational policy maker acknowledges a sampling of some contemporary issues of debate in the educational policy arena:
For American public schools, the interplay between public policy has been rather volatile, thanks to both state and federal constitutions mandating an ever shifting degree of separation of church and state, yet permitting free religious expression. Some of the most intense political disputes in the past 40 years have involved educational issues such as the teaching of evolution or intelligent design within public schools, publically funded vouchers for attendance at religious institutions, state-sanctioned prayer within public schools, and the rise of sexuality education. (Lugg, 2004, p. Abstract)
Given the many battlefields that exist in America’s Culture War on public education, the main focus will be on the contemporary battlefront in the debate to include Intelligent Design in the public schools’ science curriculum. From the vast amounts of information that exists on this topic alone, it is important to define ID, identify the polar opponents, and understand a brief view of their core issues.
Intelligent Design is a new and developing theory that states that the origin and complexities of life can be attributed only to the action of a supernatural intelligence. This theory claims that the origin of life cannot be ascribed to natural causes or mechanical mechanisms, such as those described by evolutionary science (Johnson, Spring 2006, p. 222). It does not reject evolution as a means
References: Bowman, L. (2007, November 8). Recent Court Case Claifies Intelligent Design Debate - Weblog. Retrieved February 2, 2008, from New Mexico Daily Lobo: http://www.dailylobo.com Campbell, J Covey, S. R. (1990). The 7 Habits of Highly Effective People. New York: Free Press. Dembski, W. &. (2006). Uncommon Descent Home Page. Retrieved February 2, 2008, from Uncommon Descent: http://www.uncommondescent.com Hunter, J Johnson, V. D. (Spring 2006). A Contemporary Controversy in American Education: Including Intelligent Design in the Science Curriculum. The Educational Forum , 222-236. Krauss, L. M. (2006, April/May). Science vs. Religion in the ID Debate. Retrieved January 30, 2008, from Council for Secular Humanism: www.genesis1.phys.cwru.edu Lugg, C Premise Media Corp. (2007). Ben Stein Expelled: No Intelligence Allowed Playground:Movie overview. Retrieved February 2, 2008, from Ben Stein Expelled: No Intelligence Allowed: http://www.expelledthemovie.com Stackhouse, P The Associated Press. (2005, February 06). Schools become battleground of cultural war. Retrieved January 15, 2008, from Pittsburgh Tribune-Review: http://www.pittsburghlive.com/x/pittsburghtrib