Intelligent Design Curriculum versus Evolution Curriculum



Intelligent Design Curriculum versus Evolution Curriculum

Introduction

The 1987 Supreme Court ruling on the case of Edward V. Aguillard constituted a Louisiana Law which requires “balanced treatment” amid “creation science” and evolution. The Supreme Court found “creation science” to be unlawful, a ruling that prohibited teaching evolution except when “creation science” was also being taught (Colburn & Henriques, 2006). Edward V. Aguillard made it clear you cannot teach creation science alongside evolution (Brown, 2012). This argument of whether or not evolution should be taught in public schools has waged on for decades, and as long as some people continue to believe in intelligent design while others in evolution, it is a battle that will no doubt continue on, with unnatural selections for some. Intelligent design is largely a religious belief and not a principle of science, which makes the ground for not teaching it in science courses taught at public schools (Lee, 2006).

This essay will discuss how evolution in public school science classrooms serves best with the national science curriculum, and how theories of creationism and intelligent design (ID), try as they may, have no place in public science classrooms. Research will begin with data that includes the said appropriateness of evolution, and how the study of evolution in school is in line with the teachings of biological science (Johnson, 2006). Next, what will be considered are the creationists and their attempts to introduce intelligent design into public schools. Previous research studied showed those in support of evolution have a basic view about evolution; it is, and always will be, a part of the curriculum according to the evolutionists supporters. Research studied for those non-supporters was extensive covering many previous court cases of school boards versus the Supreme Court, with the war continuing to wage on. This essay will show that the study of evolution today is still as important as it was in past decades. As long as the Constitution mandates separation of church and state, the issue of to have or not to have evolution in public classrooms will continue to be an important study.

Discussion

Research was conducted by Internet search from Google scholar, as well as the Ashford online library. Research was narrowed down from the broad topic of evolution in public schools to provide clear data for both positions. Sources found to be most beneficial were journal articles found through the Ashford library and the Web, as well as Ashford library periodicals.

Ever since the paper “Origin” got published in 1859, in 1859, the evolution theory presented by Charles Darwin has largely troubled classrooms in America (Adler et al., 2005). To scientists, intelligent design or entertaining the idea of creation in the curriculum of science is inapt from an intellectual perspective, because science courses are based on rules and principles. However, Eugenie Scott at the NCSE (National Center for Science Education) believes that “Evolution is not controversial in the field of science. He holds the view that “evolutionary studies' controversy lies in the public sphere ...