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While both sides have valid arguments, the argument for teaching evolution in public schools clearly trumps, because parents have a right to ensure that their child gets the best education possible, and a failure to instruct on evolutionary theory in the public schools clearly undermines this basic right.
The theory of evolution, which states that species have evolved over time, is a theory which must be taught in public schools. Lerner (2000) states that there are good standards for what school children should know about the theory, depending upon the child’s grade. He states that children from grades kindergarten to third grade should understand that living things reproduce, and that the offspring may not be exactly like their parents. They should also understand that a living things must grow up or change before reproducing. Another fact that they must learn is that the earth is over four billion years old. When children are between the ages of nine and twelve, they should be taught about how evolution results in competition and survival between and within species, and the factors that go into species survival, such as environmental, predatory and temperature factors. They should also learn that species adapt to different environments, and that genetic variation results in mutations that may help species adapt to this environment. Also, the theory of natural selection should be understood. When a child is between middle and high school, they should know about such concepts as genetic drift, sexual selection and the complex interactions of ecosystems (Lerner, 2000).
Evolutionary theory should be taught, despite the objections of religious individuals who object to the theory being taught, for a variety of reasons. The first set of these reasons address why the theory should be taught, despite the objections of
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(Should Evolution Be Taught in the Public Schools Essay - 1)
“Should Evolution Be Taught in the Public Schools Essay - 1”, n.d. https://studentshare.org/logic-programming/1580934-should-evolution-be-taught-in-the-public-schools.
The author explains that topics that are commonly censored include sex, drug and alcohol usage, explicit violence, or more taboo subjects, like occult or New Age religion, or sexual orientation. There are many sides to the argument of whether or not books should be censored to protect children.
This report was very fiercely contested. There were numerous reports that were subsequently released to show that students from such schools actually performed better (Lubienski & Lubienski, p. 2). In addition to these, the recent studies that have show that there are students using vouchers to attend private schools also ignited a heated debate as to whether these programs deserved all the hype.
While such a classification may be true in very general terms (Public Divided on Origins of Life, 2005: 2), the issue is much more complicated. Indeed, as pointed out by Ruse, the converse relationships exist in a great many cases; more specifically, there are those whom profess a simultaneous religious faith and a belief in evolution along with those whom profess no religious faith and yet believe in certain tenets of creationism (2007: n.p.).
Rather, my arguments are based on the observation that evolution is an unproven concept, as it pertains to the origins of life on Earth, and that it is too often manipulated by people with a political agenda. To this end, this essay will discuss the nature of the evolution argument, why it should not be taught in public schools, and the implications if it were included in public school curriculums.
When we think about the appearance of life on earth, the name of Charles Darwin is probably the first to come to our mind. He developed the theory of evolution which traces the evolution of homo sapiens from the Australopithecus. However, for most of the people it is very hard to believe that monkeys can be our parents.
Those who remain willfully ignorant believe there is a debate to be had regarding the age old question of ‘how we got here.’ They insist the Biblical version and not the scientific theory of evolution holds the true answer. The emotion-charged debate generally centers on which version will be taught in the public schools.
In the mid-Nineteenth Century the theory of evolution was opposed by religious individuals and organizations when initially introduced by Charles Darwin. This same religiously fanaticism continues to reject the thought of humans evolving from apes. However, over the past 150 years public opinion has unquestionably evolved and most religious people today accept evolution as true.
In the report Questionnaires will be distributed to people in various locations within the state. The questionnaires will be of two types; ones for adults and the other for school going students. Interviews will be conducted on 100 people from different places and one hundred in schools and universities within the state.