Evolution and Public Schools - Essay Example

Evolution and Public Schools: From the beginning of the 20th century, teaching this conceptof biological evolution in public learning institutions has been a very contentious issue (DelFattore, 35). Even though a series of decisions by the federal court has upheld school curriculums that teach evolution, this struggle of placing teaching evolution in various public schools still continues. Baker (217) denotes that recently, the conflict regarding the standards that should be established for teaching science education arose, and this is because scientists were able to recognize the fact that evolution is an important theoretical construction, that defines modern day biology. A number of questions arise as to why teaching evolution is a political, as well as a socially controversial topic. Questions arise why it is fair or not to teach this question of evolution in public schools, as well as whether teaching students this concept of evolution is helpful, or harmful to them. This paper analyzes this concept of evolution, and the reasons as to why it is necessary to teach evolution in public schools, despite it being a socially, or political controversial topic. In the science of biology, evolution is a theoretical framework that accounts for various patterns of differences and similarities amongst various living things on planet earth, and throughout the history of earth, and across biomes, and habitats that have existed or exists in the history of earth. DelFattore (33) denotes that evolution is the theory of the emergence of new forms of a variety of life, and it is not a theory of origin as many people mistakenly confuse it. Scholar further goes on to denote that there are a number of hypotheses and models that propose the manner in which life began here on earth, however, scholar denotes that evolution is a theory that begins to explain what happened on earth, after life began. One of the major reason given as to why it is necessary to study evolution in public schools is on the notion that evolution is a proven scientific fact. On this basis, Baker (216) denotes that because evolution has been scientifically proven, there is a need of tutors and teachers to teach this in public schools as such. Gunn (51) goes on to denote that there is a considerable amount of evidence, from bio-geography, paleontology, and genetics concerning the validity and reliability of this concept of evolution. On this note, scholar goes on to denote that because evolution is a theory that does not mean that evolution is not factual. In supporting his assertion that evolution is a theoretical framework that is factual, DelFattore (39) denotes that the formal definition of theory under scientific concepts is different from the daily meaning of this term theory. Scientifically, a theory is a broad explanation of some characteristics of nature that are supported by a broad body of evidence. On this basis, Baker (217) denotes that the evolutionary theory has similar characteristics such as the plate tectonics theory that explains the movement of the earth over geological timescales, the cell theory that explains the makeup of the cells particles of animals and human beings, etc. These are scientific theories that are taught in class, and on this basis, there is no need of discriminating upon the evolution theory since it only explains what happened after life began on earth (DelFattore, 39). In proving his assertion that evolution is a tested and proven fact, scholar gives an example of fossils that have been excavated in various sites of the world. Baker (219) further goes on to give an example of the DNA system which is a clear prove of the existence of evolution, and thus, this concept ought to be taught in class. On this basis, scholar denotes that what is supposed to be debated is on the manner in which some organisms took while they were in this process of evolution, and not on whether evolution is a false or true topic. Gunn (58) denotes that evolution is a unifying theory that is essential for the successful study of all life sciences. Gunn (64) further denotes that active research on evolution has occurred for over the last 140 years, and this research continues up to date. It is on this basis, that evolution, as a scientific study is universally acceptable amongst all professional biological researchers. On this basis, introducing evolution in public schools will give children a scientific background on this topic, helping them in furthering their careers, on those who wish to pursue a career in biological sciences. Furthermore, Gunn (28) denotes that the standard of scientific education lays an emphasis that the process of learning must encompass a scientific inquiry. Through this process, a student is required to develop a testable question, which is possible to answer it through a scientific investigation. Scholar emphasizes that the questions under consideration are under the guidance of scientific theories, and the answers to these questions continuously depict the value of the biological concept of evolution. This is in respect to the formulation of answerable and useful questions relating to the life sciences. However, there are some people who are of the opinion that it is not good to teach evolution in the public schools. Merino (41) believes that despite extensive research, and numerous studies on this concept of evolution, researchers have been unable to prove that it is a fact. Merino (41) believes that if evolution has to be taught in public schools as a theory, then there is a need of teaching other theories such as creationism in public schools. Merino (41) further asserts that the theory of evolution is similar to the theory of creationism, and hence teaching evolution, and failing to teach creationism amounts to discrimination. However, Plutzer and Berkman (546) denote that creationism, and evolution belongs to two different fields of study. Creationism has a religious aspect, whereas evolution is scientific in nature. On this basis, Plutzer and Berkman (549) denote that he doesn’t see the reason as to why creationism should not be taught in religious classes. However, scholar is quick to point that as an aspect of religion, teachers should not dictate to their students on which religion they should follow. All that a teacher has to do is to teach the creation theory as it is, without engaging in an evangelizing mission. However, scholar disagrees with this idea put forth by Merino (56) that evolution is not a proven fact. Scholar denotes that the emergence of technologies such as the DNA technology, and its practical applications in forensics is a clear indication that evolution as a theory is a fact that is proved, and even applied in the modern day setting. Another reason as to why some people think that it is not appropriate to teach evolution in the public schools is a fact that they view evolution as a theory that promotes atheism. According to scholar, teaching evolution in public schools will make children doubt the existence of God. On this basis, Merino (42) believes that evolution should be banned in schools. However, Gunn (33) is quick to argue that evolution is not a religious theory, and it will never make a person doubt his religion. As a matter of fact, scholar argues that evolution does not begin with creation, but it begins giving its explanation after life is experienced on earth. In conclusion, evolution is a concept that should be taught in public schools. This is because as a concept, the theory of evolution has been greatly proved, and its various assertions found to be truly. More so, the concept of evolution satisfies the three criteria put in place for a standard scientific theory. These criteria are, that it forms a basis in understanding important issues and aspects in the field of life sciences, it is a concept that is recognized and accepted by the scientific community, and finally, it is a concept that is easy to understand, by all students irrespective of their ages and backgrounds. Works Cited: Baker, Joseph O.. "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment." Journal for the Scientific Study of Religion 52.1 (2013): 216-228. Print. DelFattore, Joan. The fourth R: conflicts over religion in Americas public schools. New Haven: Yale University Press, 2004. Print. Gunn, Angus M.. Evolution and creationism in the public schools: a handbook for educators, parents, and community leaders. Jefferson, N.C.: McFarland & Co., 2004. Print. Merino, Noël. Religion in schools. Detroit: Greenhaven Press/Thomson Gale, 2008. Print. Plutzer, E., and M. Berkman. "Trends: Evolution, Creationism, and the Teaching of Human Origins in Schools." Public Opinion Quarterly 72.3 (2008): 540-553. Print. Read More