Why Evolution should be Taught in Schools - Essay Example

25 March Outline A. Page Why Evolution should be taught in schools Introduction What is evolution? a. An explanation of and the concepts that constitutes evolution. 2. The thesis statement a. Should evolution be taught in schools? 3. Connection of species by evolution. a. As Neuman writes, from new research, Tiktaalik roseae an organism that existed around 375 million years ago and was found out in 2004 is a vital fossil that connects tetrapods and lobe finned fish. B. Page 2 1. Debate in support of evolution a. Factual evidence: Paleontology. b. Value of life. c. Scientific description of how life came to be on earth. C. Page 3 1. National Teachers Association View a. Unification concept of evolution b. Importance in Biology and understanding the human body. D. Page 4 1. Description and discussion of evolution a. Comprehension of scientific theories. b. Interest in scientific theories. E. Page 5 1. Importance in Medicine. a. DNA b. Genetics F. Page 6 1. Furthering of Research a. Instils the characteristics of researching in students. b. Innovation in research. c. Connection of scientific concepts. G. Page 7 1. The basis of fairness a. Scott (2004) states that fairness should be put into practice when teaching scientific theories in schools. It teaches students to be fair b. Respect and valuation of the constitution. H. Page 8 1. Evolution is a fact a. Evidence that supports evolution as a fact, sharing of similarities between species, continuations of change over time and features that are remains of species that were in existence before them. b. Conclusive thesis statement. Why Evolution should be taught in schools Introduction Evolution is a key Biological theory that seeks to explain the origin of man. It is made up of various concepts which are used to teach and comprehend it as a theory. One concept of evolution is that all organisms that are living have all come from earlier species that existed before them and have undergone certain changes in their features that are different but are connected to the earlier species. Another concept of evolution is that the main determinant of the course of evolution is natural selection. Natural selection involves competition among living organisms; some organisms have features that make them superior in terms of adaptation, survival and extinction, inheritance of heritable traits and reproduction. Finally, evolution defines what a species is. Hence, from these concepts of evolution, this essay seeks to argue in support of the thesis that evolution should be taught in schools. It gives reasons why it should be. As stated in the introduction, evolution tries to give a connection between current species and earlier species. This is one reason why it should be taught in schools. As Neuman writes, from new research, Tiktaalik roseae an organism that existed around 375 million years ago and was found out in 2004 is a vital fossil that connects tetrapods and lobe finned fish. The fossils found indicate that Tiktaalik’s fossils preserved a skeletal structure that was primitive; however, it had “walking” structures that indicated that it was more tetrapod than fish. This discovery of Tiktaalik’s fossils and their use to connect fish and tetrapods indicates that evolution is proven by fossils. Hence, if evolution is proven by fossils, it gives and avails a reason as to why it should be taught in schools because it is n not only alleged, but also supported by material evidence (Neuman, First Land – Walking Fish Looks Like It Had ‘All – Wheel Drive’). Various arguments posted in the online debating site “Debate” in support of evolution give substantial content that supports the teaching of evolution in schools. Drawing a connection with the availability of fossil evidence, one debater states that evolution is a scientific fact. This is because of the numerous quantity of factual evidence that is available to support evolution. From genetics to bio – geography, genetics and palaeontology, the amount of evidence is vast. Paleontology deals with fossil evidence. Genetics deals with genes. Hence, by studying these entities, students are able to comprehend more on what they themselves are about (Debate, Should evolution be taught in schools?). Another argument on the site indicates that evolution aids young children to value life. How does it do this? By teaching evolution in schools, it instils in children a sense of understanding on the complexity of life by explaining to them how life came to be and how it has developed over time; this encourages the children to value and respect the life that is in the world. Through teaching evolution, the respect of life is enhanced by the availing of a moral basis that informs and supports it. Students learn that it is not only the life of a human being that is important, but also the life of all other organisms as the evidence that is there, shows how life is connected through evolution. Many organisms as stated in the theories of evolution have a common ancestor and this is proved by material evidence. Hence, when students learn this, they understand the essence of valuing all life forms, respecting and protecting them (Debate, Should evolution be taught in schools?). A debater who argues in support of evolution been taught in school says that evolution is a scientific description of how life came to be on earth. Because it is a scientific description, students are not forced to belief in it but it is taught for knowledge purposes. Hence, the students can keep their beliefs to themselves but take in the knowledge which is the purpose of a school. It is true that no one is coerced to defend the knowledge they take in. Every student is at liberty to make his or her own discernment from the study of evolution. Keeping in mind that, there are very many other scientific facts that are taught in schools which are not subject to scrutiny and debate as evolution is. Hence, if fairness is practiced, then evolution should be treated as these other scientific theories. In fact, it does not state that any student should leave behind their belief and believe in it (Debate, Should evolution be taught in schools?). The National Teachers Association is of the view that evolution should be taught in schools. Why do they suppose so? They suppose so as they are of the conclusion that evolution is a key science concept that unifies. They also go on to stress that if it is not taught in schools, then the scientific know how that is achieved when it is taught cannot be attained, that, the students shall not be informed and not be ready to create a career out of the scientific theory (NTSA, The Teaching of Evolution). When the conclusion of the NTSA that evolution should be taught in schools as it is a unifying factor is discussed, then it gives a reason to teach evolution in school. In its definition of evolution, it states it as a comprehension of the history of the natural world , its changes through time and the theory that it goes on to occur at this very present moment. This gives students a sense of time and belonging. The sense of time is further extrapolated when the example of the universe is considered. The universe as it is today is quite different from what it was some time ago. The planets, stars, galaxies and all forms of life have changed in the course of time. That is a much broader perspective, narrowing the perspective and looking at the earth; evolution enables students to understand many Biological concepts. One such concept is that of Biological evolution. The concepts of ancestry are deeply intertwined in Biology. Biological evolution is a scientific concept that is utilised in the definition and description of evolution as a whole (NTSA, The Teaching of Evolution). Living things share common ancestors from which they deviate from. The advantage of studying Biological evolution is that it includes various mechanisms which make organisms in the world to diverge and change with time. These concepts include genetics, migration and natural selection. The study of these concepts enables students to better understand other subjects in their course of study. These other subjects include anthropology, Biology, Physics geology and Biochemistry. A subject such as Biology is all about the functioning of the structures of all known living organisms. Hence by studying evolution, then Biology as a subject is better understood as the concepts of evolution are rooted in the Biology of organisms. When it comes to human beings, the human body is studied in Biology. The study of evolution of man involves the study of the basic structure of man, then and now. Hence, through the understanding of the changes that have taken place in the human body over time, the composition, processes and functions of the structures that make up the human body are better understood (NTSA, The Teaching of Evolution). Austin first considers an assumption. The assumption that the government shutdown does not affect the federal court system, the court in the state of Kansas shall hear of a case about the learning of evolution in schools. On the basis of this court case on evolution, Austin goes a step further to describe and discuss evolution. Through the discussion and description, the importance of teaching evolution in schools is elaborated. Austin begins by stating that evolution through natural selection is not a cosmic master story. He says that it is a definite means by which living organism undergo variation over great period of time. It involves three stages, starting with the availability of variations within a population, these variations results in both negative and positive improvement of the living thing in the environment and then the offspring of the organisms that have a positive improvement can then inherit these positive features from their parents. The advantage of evolution is that it can easily be viewed in a cell culture flask as the mechanism is always the same (Austin, Interactions: Why We Must Teach Evolution in Our Public Schools). What is unique about evolution is that the various definite mechanisms all work in the right manner as part of either of the cosmic master narratives. These cosmic narratives are Intelligent Design or “Dumb Luck,” whereby Intelligent Design is a key story about nature and its purpose while “Dumb Luck” states everything just happened. However, evolution is neither of these stories but is a mechanism that works well in either of them. Hence, evolution cannot be said to be controversial as it could be as a result of Intelligent Design or it could be part of Dumb Luck. This means that if evolution is not taught in schools and students are not enlightened with the knowledge of evolution, then the students will not rightfully comprehend scientific theories of the 21st century as they are practiced. Failure to understand these scientific principles in the right manner will only jeopardise the type of scientists that the school system channels out. Instead it may channel out students who are more of the arts side of the learning who do not want to be associated with research and discovery. This is not a thin veiled criticism of arts, but it is a point that tries to express the importance of scientific theories. Evolution creates interest in other scientific theories which enables students to think scientifically (Austin, Interactions: Why We Must Teach Evolution in Our Public Schools). The features and characteristics of many diseases that human beings are faced with today, hair and skin features and also infertility are deeply rooted in the past. This is according to a report by Havard Medical School which alludes that the remains of DNA from Neanderthal man are connected with the genes that influence current diseases affecting man like smoking patterns, cirrhosis, Crohn’s disease and type 2 Diabetes. On infertility, the report states that DNA from Neanderthal man is suspiciously little in areas of the testes – particular genes and also in areas of the X chromosome. The Neanderthal gene is also in plenty in genes that determine skin colour and hair features. Hence, if evolution is not taught in schools, the connection and changes that have occurred in the genes of such diseases shall remain vague. Students shall not be made to understand that the features expressed by these diseases have a connection to the past. By making students to understand the past of these diseases through studying their genetic changes over time, then they, especially those in the area of medical sciences can be able to understand more about the diseases. This will result in better doctors, physicians and health professionals who are in a position to deal with the diseases in a better manner (ScienceDaily, Neanderthals’ genetic legacy: Humans inherited variants affecting disease risk, infertility, skin and hair characteristics). These understanding as stated will aid students in approximation of the likelihood of the genetic change to affect the modern man as it sprang from Neanderthal man. This area of evolution also enables the students to learn more about Neanderthal man and what they were like. By studying this area of evolution that encompasses genetics, it has extensive repercussion in the manner in which students comprehend the human genome. This is a Biological area which would be vaguely understood if evolution was not taught in school. It is stated that every part of earlier genetic characteristics informs students more of the past and enables them to know about the role of the past man in the current issues affecting modern man. When it comes to the area of infertility, it has been proved that parts of the world with little connection to the Neanderthal man have the highest amount of genes that are active in the male germline and on the X chromosomes hence resulting in hybrid infertility. By understanding this, then the issue of infertility can be better dealt with. This indicates that students are in a better position to deal with the current issues that affect man and are detrimental to the life of human beings (ScienceDaily, Neanderthals’ genetic legacy: Humans inherited variants affecting disease risk, infertility, skin and hair characteristics). The study of evolution has also helped further research. This is evident in so many aspects of science. It is through curiosity about the past that research is done to determine the questions at hand. As human beings, there is a never ending hole of wanting to know more about the things around us that affect each and every one of us. Hence, by teaching evolution in schools, the characteristic of researching on issues is enhanced. It is only through research that meaningful answers can be gotten. This is only achieved through teaching evolution in schools. This form of research motivated by evolution is shown by the research carried out by Max – Planck – Gesellschaft. It is through such research that many uncertainties, unknowns, connections can be solved and answers given (ScienceDaily: Oldest hominin DNA sequenced: Mitochondrial genome of a 400,000 – year old hominin from Spain decoded). The research by Max – Planck – Gesellschaft utilised novel procedures to take out ancient DNA and study ancient DNA. This enabled the researchers to come up with a nearly finished sequence of the mitochondrial genome of a Homo from Spain. The mitochondrial DNA was found to be associated with that of Denisovans who are extinct relatives of the Asian Neanderthals. It is stated that it had not been possible to recover DNA of the age of 400,000 years (ScienceDaily: Oldest hominin DNA sequenced: Mitochondrial genome of a 400,000 – year old hominin from Spain decoded). From these research associated with evolution, several important things can be learnt. One is that through this research, new techniques to study human DNA have been developed. Techniques that will not only be utilised in the study of evolution, but in a broader sense in the study of many other scientific facts which is an advantage to students as they learn one concept of a research that opens up their brains to other areas that the techniques developed in the research can be applied to. The research in the DNA part of evolution has enabled human beings to realise the immense potential in previously unknown areas. The study of evolution as depicted by research enables students to connect between concepts they learn in one area, say evolution, with those they learn in another area. Hence, this ability to create relationships is a vital advantage to the student and the instructor. It simplifies the work of the instructor and the student. It is only when concepts are related that the bigger picture and importance of learning is brought out (ScienceDaily: Oldest hominin DNA sequenced: Mitochondrial genome of a 400,000 – year old hominin from Spain decoded). Scott (2004) presents the case of Morris who argues in support of teaching evolution in schools. His is a basis of fairness. He states that the evolution science ought to be taught alongside the science that deals with creation for purposes of fairness, science and pedagogy. This teaching he says should be done on the backbone of equality and fairness. That equal time should be allocated to both and emphasis should be placed on each of them. What is the essence of this equality and fairness? This teaching of evolution in schools on an equal basis with other generally accepted scientific theories helps students in various ways. One is based on the constitution. The principles of religious freedom, civil rights, freedom of information, scientific objectivity, academic freedom and constitutionality (Scott, 2004) are all enshrined in the constitution. Thus, teaching evolution in schools instils in them a respect for the constitution which is a moral thing to do. It increases their patriotism as citizens of this country. This is very positive for the country as students who have learnt to love and respect the rules and principles of their country will learn to work and produces for their country which will in turn have a positive effect on the country as a whole. Also, students learn about the aspect of fairness. This is a virtue that is very important in the life of a student. Exercising fairness in all their day to day activities will only function to aid the students to appreciate the many aspects that life presents to them. Hence, students can learn in a much better manner and appreciate the various aspects they are taught in different subjects in school. The other important reason as to why evolution should be taught in schools is that in reality, there are only two scientific theories which tend to explain the origins of man. Of which, evolution is one of them which is stated to occur by naturally occurring processes. Hence, if evolution is one of the two main scientific theories that try to explain the origins of man, it is only right to teach it in schools. This is because it is just an alternate form of an explanation of how life came to be. By teaching evolution just as the creation theory is taught in schools, then students are taught to be non – discriminative. They learn to be persons of integrity who consider both aspects of a situation. Discrimination is retrogressive hence when it is discouraged against by teaching evolution in schools, then a progressive generation of people is channelled out of the school system (Scott, 2004). The final reason why evolution should be taught in schools is simple. Just like many other scientific theories that have been proved over time and proved right, evolution is a fact, a fact that has been proved by material evidence in the form of fossil records. From Quarks to Quasars illustrates and describes this fact feature of evidence in a very elaborative manner. It states that all over the world, schools, institutions of higher learning and research institutions take evolution as a base on which more research that is important is done. This statement is in agreement with the earlier discussion on research in page six (Quarks to Quarsars, THREE MAIN PIECES OF EVIDENCE SUPPPORTING EVOLUTION). The first evidence which supports the view that evolution is a fact that should be taught in schools is that of the sharing of similarities between species which are indications of a common ancestor from which they originate. Examples are given of species that live close to each other; they tend to have more similar traits. Such species include the Penguin species of the Southern Hemisphere; Cacti exclusively live in America and marsupial live mainly in Australia. It is argued that if evolution were not true, then this geographic pattern would not be true (Quarks to Quarsars, THREE MAIN PIECES OF EVIDENCE SUPPPORTING EVOLUTION). The other fact that is illustrated is that there are continuations of change in species over time. A very vital discovery of the theory of evolution is that of extinct organisms which were discovered as fossils. Researchers studying these fossils found that species that existed in the past are very much different from the ones that are in existence today. Fossils of dinosaurs, trilobites and baculites indicate that life has changed over time. This time aspect has been proved through scientifically approved techniques like carbon dating (Quarks to Quarsars, THREE MAIN PIECES OF EVIDENCE SUPPPORTING EVOLUTION). Finally, it is a fact that species contain features that are remains of species that were in existence before them. The signs of origin are expressed in the form of repurposed features, features which decrease the probability of a species to reproduce and survive. This is simply put as; species have flaws and it is through these flaws that their origin is expressed. Examples include pseudogenes and Vitamin C. Non – human mammals can generate Vitamin C, humans cannot. Why? This is because human ancestors had been eating fruits for a long time that the Vitamin C genes underwent mutation. Nevertheless, humans still possess the pseudogene form of Vitamin C gene. These facts support the thesis that evolution should be taught in schools (Quarks to Quarsars, THREE MAIN PIECES OF EVIDENCE SUPPPORTING EVOLUTION). References Neuman, Scott. First Land – Walking Fish Looks Like It Had ‘All – Wheel Drive.’ The two – way: BREAKING NEWS FROM NPR, 14 Jan. 2014. Web. 27 March 2014. Deabate. Should evolution be taught in schools? DEBATE.ORG, n.d. Web. 27 March 2014. National Science Teachers Association. The Teaching of Evolution. NSTA, n.d. Web. 27 March 2014. Scott, Eugenie, Carol. Evolution Vs. Creationism: An Introduction. University of California Press, 2004. Print. Austin, Michael. Interactions: Why We Must Teach Evolution in Our Public Schools. IVN, 30 Sep. 2013. Web. 27 March 2014. Evolution and Evidence. THREE MAIN PIECES OF EVIDENCE SUPPORTING EVOLUTION. FROM QUARKS TO QUASARS, 28 Nov. 2013. Web. 27 March 2014. “Neanderthals’ genetic legacy: Humans inherited variants affecting disease risk, infertility, skin and hair characteristics.” Science Daily, 29 Jan. 2014. Web. 27 March 2014. “Oldest hominin DNA sequenced: Mitochondrial genome of a 400,000-year-old hominin from Spain decoded.” Science Daily, 4 Dec. 2014. Web. 27 March 2014 Read More