Oral Presentation of an argument. (Pecha Kucha)

Evolution vs. Creationism in Public High School Biology Classes

The debate of what between creationism and evolution should be taught in public schools. Creationism is a theory which states that the world, as it is, came to be as a result of supernatural acts of a divine being (Barnes, Rebecca and Samuel, 28). In the broader context, creationism is built on religious views that do not agree with the arguments put forward by scientific explanations. On the other hand, evolution is a theory that was made popular by Charles Darwin who proposed that living beings evolved from simpler ancestors. Evolution states that the variations seen in living beings are as a result of the need for animals to adapt and search for food. Proponents of creationism argue that it should be given more time in schools whereas those who do not support it argue that teaching it is like forcing religion on the pupils yet the constitution provides for the freedom of religion (Leão et al., 175). There are people who argue that the two should be given equal time since evolution relies on a belief system just as much as creationism does. It is therefore an unending question whether one of the theories should be taught in class more than the other. Students should be presented with enough information regarding each of the theories and then left to decide which one they would like to believe.

Both theories attempt to shed light on the question of where life originated from (Leão et al., 172). Despite the fact that both theories have different approaches to trying to answer this question, it is important to note that they all come short in different areas. The evolution theory states that living life systems originated from simpler life forms but became more complex due to their need to adapt to changing life situations. Creationism, on the other hand, maintains that the universe was created by a divine entity who is responsible for the complicated cellular functions that make up life (Barnes et al., 28). The shortcomings of these theories are that creationism, while seemingly flawless in explaining life, fails to explain who created the creator because if there had to be someone to set things in motion, then that someone must have been created too. Evolution has a number of shortcomings among them the fact that it fails to explain the existence of new species being discovered each day while there are no fossil records for the life forms. If animals evolved, then surely, there has to be an ancestor. Or shouldn’t there be? It fails to explain how life forms that are Therefore, when the students are given information about both theories and they are made aware of the shortcomings, they are able to make informed choices about which theory they want to stand by.

The main aim of the education system is to impart knowledge on the students so that the world can have generations of people who are enlightened. Taking this into consideration, by failing to give the students information about everything, the education system will be failing future generations (Price, 10). A generation that is only aware of one origin theory but is unaware of the other theories is an uneducated generation. Also, it is important to keep in mind that schools are supposed to teach critical thinking. The best way for critical thinking to be understood by students is if the students are given access to information and then taught how to filter the information they are receiving. Critical thinking is important because it prepares students on how they can make important decisions when they are adults. By presenting information to students and then giving them a way they can use analyze said information, the schools will be fulfilling their goal of raising educated generations while at the same time ensuring that the generations equipped to make important decisions. According to Bybee (30) states that in as much as controversies will keep being presented, it is essential that scientists strike a balance between the creation theory and their desires for confrontation and proving their theory is correct in order for the students to be fully educated.

Individuals who are opposed to creationism being taught in schools state that it is a violation of the first amendment (Kaden, 49). In as much as courts have sided with this argument and termed it unconstitutional, poll results have indicated that most people are supportive of some of the teachings presented by the creation theory. A poll conducted by Gallup showed that out of every 10 Americans, four believe in creationism while in the UK, 2 out of 10 adults are strict believers of the creation theory (Friedrichsen, Larry and Johannes, 43). Given the number of people who are believe in strict creationism, teaching it in school should be an option.

Those opposed to the teaching of evolution in schools state that teaching it amounts to a violation of their religious rights. They argue that when students are taught the evolution theory, they are bound to start questioning the beliefs imparted on them by their parents concerning religion. As such teaching students about evolution will, by extension, result in them disregarding the religions they were raised up in (Hall, and Shirley, 239). These proponents state that if creationism will be disregarded because of it disregarding the first amendment, then evolution should also be disregarded because it does not respect the freedom of religion: it brainwashes students to believe in a particular way concerning the existence of life. Seeing that both quote the constitution in their arguments, it is only logical for both theories to be taught in schools so to prevent students from being brainwashed to believe in evolution.

Conclusion

In conclusion, both creationism and evolution should be taught in schools because doing so presents the students with an opportunity to exercise their critical thinking skills. Also, being in possession of knowledge regarding both theories will enable the students to make informed decisions: students will not be subjected to evolution just because scientists believe it explains the origin of life better. They should also not be forced to grow up believing in a certain religion because their parents believe in the religion. Given that both theories do not adequately explain the origin of life and that they are flawed to some extent, it is only practical that the students are aware of the shortcomings. The human mind is curious and being able to find answers for aspects that are not addressed in one theory in the next will help feed the curiosity. The education system is responsible for ensuring the students who go through the system are well informed: withholding information from students does not help attain the goal. Teaching both theories is therefore the best way for students to be enlightened while at the same time ensuring that no one’s constitution rights are violated or that any particular group feels left out.

References

Barnes, Ralph M., Rebecca A. Church, and Samuel Draznin-Nagy. "The nature of the arguments for creationism, intelligent design, and evolution." Science & Education 26.1-2 (2017): 27-47.

Bybee, Rodger W., ed. Evolution in perspective: The science teacher's compendium. NSTA Press, 2004.

Friedrichsen, Patricia J., Larry G. Brown, and Johannes Schul. "Project Teach Evolution: Preparing Biology Pre-service Teachers to Teach Evolution in Missouri, USA." Evolution Education Around the Globe. Springer, Cham, 2018. 41-58.

Hall, Gordon Emmett, and Shirley Andrea Woika. "The Fight to Keep Evolution Out of Schools: The Law and Classroom Instruction." The American Biology Teacher 80.3 (2018): 235-239.

Kaden, Tom. "Anti-Creationist Positions, Organizations and Their Actions." Creationism and Anti-Creationism in the United States. Springer, Cham, 2019. 47-66.

Leão, Isabela Maria Silva, Heslley Machado Silva, and E. S. N. N. de Araujo. "Must evolutionism and creationism have the same space in science classes." Journal of Teaching and Education 6.1 (2016): 171-178.

Price, Raina C. "Creationism in Public Schools?." (2017).