Creationism And Evolution : Louisiana Education Act Essay

I. Acceptance of Creation is growing in spite of overwhelming evidence proving Evolution There is no easy resolution for whats true and evolution or creationism. It is a complex topic with profound scientific, religious, educational, and criticism. How can a student or parent come to grips with this issue? Evolution vs. Creationism provides a badly needed, comprehensive, and balanced introduction to the many facets of the current debates about what should be taught in a classroom or in reality itself. Evolution relies on scientific facts while creationism clings on biblical beliefs. But the legal and

The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far more involved and complex.

Louisiana legislators established the Louisiana Balanced Treatment for Creation-Science and Evolution-Science in Public School Instruction Act. The Act forbids the teaching of the theory of evolution and the theory of “creation science” in public elementary and secondary schools unless accompanied by the instruction of the theory other. The Act defines the theories as the scientific evidence for creation or evolution and inferences from those scientific evidence. The lower courts established that the Act violated the Establishment Clause of the First Amendment because it lacked a clear secular purpose.

The argument has been going on for years and years. Should schools be allowed to teach evolution without teaching creationism? The courts have ruled, the answer is no, the theory of creationism cannot be included in a public school’s academic curriculum. With the court’s decision, it has been made clear there is no place for faith based theories to be taught in our public schools. What if there was a different approach that took God out of the equation? Public high schools should allow a course in intelligent design to be included in the curriculum as a way of teaching both evolution and creationism without violating the separation of church and state. This is certainly easier said than done.

John Scopes was born on August 3, 1900, in Paducah, Kentucky. In 1924 he started to teach at Rhea County Central High School in Dayton, Tennessee. At that time there was a national debate about whether evolution should be taught in schools. It was then later decided that evolution would not be taught in publicly funded schools. The American Civil Liberties Union thought differently and wanted to challenge the Butler Act. John Scopes volunteered to be tried under this new law. He admitted to using a textbook that contained evolution while serving as a substitute biology teacher. He wanted to stand up for academic freedom. He once said, “What goes on in the classroom is up to the student and the teacher. Once you introduce the power of the state telling what you can and cannot do you’ve become involved in propaganda.” John Scopes was found guilty, but his conviction was later overturned.

Our core values are built upon freedom. Freedom from tyranny, freedom from control, freedom to choose. A student should have the option to learn whatever it is they desire, whether it be evolution, or creationism, because it is our right to choose what to believe. There was a true story based on an argument where science was not allowed to be taught, but religion was. It correlates to the novel Inherit the Wind. The plot settles in a trial held between two defendants lawyers battling it out of the science versus Evolution. A school teacher named Cates, who got arrested and went to jail because he taught evolution in a science class. I believe that evolution should be taught in science classes and that school teachers being arrested due to

In my opinion Evolution should be taught in school but so should Creationism. I think students should be able to choose which theory to learn in school. None of either theory should be forced on students. The argument between teaching each one is that Evolution is a proven historically fact according to the National Academy of Sciences. The majority of those people who desire for creationism to be taught in the public schools cite that it is scientific. They push for the teaching of creation science which is defined as "scientific evidence for creation and the inferences from that evidence" (Tatina 275). The inferences from that evidence are "sudden creation of the universe from nothing, recent formulation of the earth, creation of man and other biological kinds, a worldwide flood", and

Creationism is the acceptance that the universe and living organisms originate from definite acts of divine creation, as in the Biblical account, rather than by natural processes such as evolution. A creationist is someone who dismisses scientific explanations for the origin of life and the universe, preferring a hypothesis of supernatural creation by God. The considerable amount of creationists in the United States are fundamentalist Christian Protestants, but there are creationists of other denominations as well. Creationism was the default hypothesis before Charles Darwin’s, but when the theory of evolution was proposed, its superior support and explanation led it to quickly win scientists over. Contrary to creationist, today there is no deliberate scientific debate

In America today there are many choices we have, as people we can choose to do just about anything and anywhere. There is however a place where most of the American children have no choice at all, what to believe when it comes to science. It is a mystery among men, the question that has every person in the world wonder, “Where did it all come from?” Over the last forty to fifty years, the United States Government has decided to separate church and state, so why is evolution taught? Evolution is a religion, it is not science. The scientific method which is used to test a hypothesis in science is defined as: a method of procedure that has characterized natural science since the 17th century, consisting in systematic

It's based on a matter of faith. Also there are some religions whose stories of the creation of the world are far different than Christian

The idea is that if there is no Creator, there is no creation, and teaching creation would violate the establishment clause in the Constitution. The clause prohibits the establishment of religion by Congress. If the education system rely on the definition of science, it is true that evolution theory would be the best fit. However, the evolution theory manipulates the idea of science, the theory has never actually been scientific nor experimental, and is just an interpretation of an assumption. The evolution theory assumes that there is no supernatural activities in the universe. Thus, how does this assumption differ from the belief of creationism? At least, creationism explains the idea and suggestion on how the human being exist and the process of creating the

Creationists uphold the view in which God created the universe and everything it contains; they believe God started time and created life. Genesis 1:1 states “In the beginning God created the heavens and the earth (NIV Bible).” Throughout the first two chapters of Genesis, Moses describes the steps God took when creating the universe, light, stars, animals, land, sea, and yes, even

Christianity. One of the most well-known creation stories in the world. The bible, set down approximately 3500 years ago, sells about 100 million copies a year. Christian bible states that the creator of the world was God, and God alone, through the book Genesis, in chapters 1 through 3. God was said in the bible to have created the Earth, animals, and man in 7 days. In the first days, God was said to have created the heavens and the Earth. By speaking unto the immeasurable nothing covering his creation, let there be light, light was separated into darkness, thus creating the days. The second day he created the skies to separate it from the water on earth. Next, he created the land and the seas.

Evolutionism vs Creationism has been one of the largest ongoing debates ever since Charles Darwin threw his theory on the table. So far, neither argument has enough evidence to be proven, yet we still teach one as fact in public education.

As I grew older and learned about evolution my beliefs were strongly challenged with no merit. The problem I had with both scenarios was that they are both THEORIES. A good example of me questioning what these theories actually meant is when I went through grade-school, the pledge of allegiance had been removed because it had the word God in it. As a young child I questioned the fact of why I couldn’t say it in school. Later on, as I entered high-school, our class had scratched the surface on evolution and I wondered why we were not taught creationism as well, and why we were not allowed to make our own decision of what we were being taught throughout school. According to a Gallup poll of 1,016 U.S. adults about 45 percent of those surveyed favored the statement “God created human beings in their present form within the last 10,000 years” (Fitch 1). If the survey showed an almost even split of both theories then why are we forced to learn only evolution in schools? Scientists and science educators have concluded that evolution should be taught in science classes because it is the only tested, comprehensive, scientific explanation for the nature of the biological world today that is supported by overwhelming evidence and widely accepted by the scientific community (National Academy of Sciences 53). As a society that has proven itself wrong time and time again how can we for sure say the “Big Bang theory” is where our ancestors came from and everything around us came to be? The problem with religion is that there are many of them and they each have their own opinions. If creationism were to be taught in schools, it would be too complex to tailor a way for it to be accepted by every one of them. In this conflict of interest, the final