Difference between revisions of "Creation vs. evolution debate"
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In the first case, evolutionists argue that creationism should not be taught in the public schools because it is fundementally regligious in nature and not science. Creationists argue that evolution should not be taught because it is bad science or because it is an anti-theist ideology dressed up as science.<ref>{{hnb|Hayward|1998|p=2}}</ref> In the second case, concerned parents, educators, scientists, and other interested parties argue that creation science and intelligent design are not scientific; rather, they are viewed as thinly disguised schemes to introduce religion to the classroom. In the United States, recent court decisions have affirmed this position, consistently barring the introduction of creation science and intelligent design into public science curricula | In the first case, evolutionists argue that creationism should not be taught in the public schools because it is fundementally regligious in nature and not science. Creationists argue that evolution should not be taught because it is bad science or because it is an anti-theist ideology dressed up as science.<ref>{{hnb|Hayward|1998|p=2}}</ref> In the second case, concerned parents, educators, scientists, and other interested parties argue that creation science and intelligent design are not scientific; rather, they are viewed as thinly disguised schemes to introduce religion to the classroom. In the United States, recent court decisions have affirmed this position, consistently barring the introduction of creation science and intelligent design into public science curricula | ||
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Revision as of 05:13, May 9, 2007
The creation-evolution controversy is a recurring dispute a debate most prevalent in regions of the United States where it is often portrayed as part of the culture wars.[1] While the controversy has a long history,[2] today it primarily concerns what should be taught as science in schools, and what is good science.[3] In the United States, the teaching of biological evolution in the public schools is a significant area of contention, while the teaching of alternatives such as creation science and intelligent design (ID) are other aspects of the dispute.
In the first case, evolutionists argue that creationism should not be taught in the public schools because it is fundementally regligious in nature and not science. Creationists argue that evolution should not be taught because it is bad science or because it is an anti-theist ideology dressed up as science.[4] In the second case, concerned parents, educators, scientists, and other interested parties argue that creation science and intelligent design are not scientific; rather, they are viewed as thinly disguised schemes to introduce religion to the classroom. In the United States, recent court decisions have affirmed this position, consistently barring the introduction of creation science and intelligent design into public science curricula
References
- ↑ Larson 2004, p. 247-263 Chapter titled Modern Culture Wars. See also Ruse 1999, p. 26, who writes "One thing that historians delighted in showing is that, contrary to the usually held tale of science and religion being always opposed...religion and theologically inclined philosophy have frequently been very significant factors in the forward movement of science."
- ↑ Numbers 1992, p. 3-240
- ↑ Peters & Hewlett 2005, p. 1
- ↑ Hayward 1998, p. 2