Intelligent Design

Introduction

Creationism, the belief that God oversaw the creation of all living things over the course of six days, draws upon the Bible's book of Genesis for support. Creationism's proponents are primarily conservative and fundamentalist Protestant Christians, and include a small but vocal group of scientists. They contend that "intelligent design," rather than evolution, is responsible for the creation of humankind.

Evolution, on the other hand, is a scientific theory initially put forth by 19th-century British naturalist Charles Darwin. His theory proposes that all modern life forms have gradually developed over the course of thousands or millions of years. Also known as Darwinism, natural selection or "survival of the fittest," the theory of evolution is accepted by most scientists in the U.S. and worldwide

In the U.S., the ongoing struggle between creationists and evolutionists to tell the story of humankind's origins has been focused in the nation's public schools. For more than 75 years, proponents of both theories have sought to influence the manner in which science lessons are taught to students. Traditionally, local school boards decide whether creationism, evolution or both theories should be included as part of a school's science curriculum. However, controversy over those decisions often sends such matters to state or federal courts for further review.

Thesis Statement

The aim of this paper is to undertake discussion about intelligent design should be taught in American science classroom.

Discussion

Supporters of teaching intelligent design in American schools in science classes assert that students should be exposed to all theories of humankind's origins, not just evolution. Furthermore, they contend that local school boards should be responsible for deciding what teachers can and cannot teach, not federal or state judges.

Intelligent design proponents also insist that Darwin's theory of evolution is riddled with scientific inconsistencies. As a result, they say, evolution should be taught as a theory and not a "fact." If science teachers decide to teach students about evolution, supporters assert, they should present evidence both for and against the theory and this is the best way to learn anything. Once the teachers present the facts and figures related to both in support and in against of the theory of evolution then it would be the responsibility of the students to acquire, understand and belief what they think is right according to their own thinking style and according to their own awareness rather than by the force of a teacher or instructor (Morris, Pp. 17).

Many scholars, instructors and authors who support that intelligent design should be taught in the science classes believe that there is just as much, or even more, evidence pointing to the existence of an intelligent creator as there is evidence pointing to the notion of evolution. As a result, they say that schools ought to give at least equal weight to teaching the arguments for a divine creator as they do to teaching evolution in the science classes. For this reason, many people believe that intelligent design ought to be taught alongside evolution in classrooms. The Institute of Creation Research ...