by Tyler Pflueger
Have you ever witnessed arguments between Creationists and Evolutionists in person or over the internet? These arguments draw off topics that are taught in school, mainly theories that are found in books that are universally accepted. The worst parts about these arguments are the people arguing that are unable to reason why the theories of Evolution are true. It is not only the Evolutionists that are unable to argue, but even Creationists seem to not know what they are talking about when it comes to Evolution. These people will resort to saying it is true, because it is what they believe or were taught. When discussing something of this stature, I prefer to be knowledgeable of both sides of the argument. From the arguments I’ve had, they merely state what they were taught. They are unable to effectively present the information and back it up. This could be because students take everything at face-value, and have the belief that the information is true just because it is what was taught to them. It is just as an ignorant when Christians say their beliefs are true because they are written in the Bible. I enjoy a challenging dispute to examine my beliefs, but challenge others to understand the information they are conveying, as well. Creationism seems to be a great challenger to Evolution, but the limited knowledge people have of creation presents a problem.
Creationism is the idea that everything was created by God accounted for in Genesis, the first book in the Bible; while Evolution states everything changes over time. Separation of Church and State has banned the teaching of Creationism or Intelligent Design in the classrooms of Public Schools. For this matter, purposes of teaching Creationism hold a greater benefit for these students, because Evolution is flawed. Creationism seeks truth to origin of humans just as Evolution does. The students of the public school system deserve an alternative viewpoint to reason for themselves. For these reasons, I believe Creationism should be taught in public schools.
The theory of Evolution, although it is based on science, is flawed. Michael Reiss, a professor at the Institute of Education, London states, “Natural selection cannot, on account of the second law of thermodynamics, create order out of disorder; mutations are always deleterious and so cannot lead to improvements”(404). As stated, the mutations that Evolution presents are detrimental and cannot arise as an improvement or adaptation over time. Not only is this a problem, but the theory of Evolution does not have a place to start. “Early history of life would require life to arise from inorganic matter – a form of spontaneous generation rejected by science in the 19th century”(Reiss 404). Theories are only observations that can be proven or disproven. This does not discredit the theory of Evolution in any way. Creationism and Evolution both seek to answer origins of human life.
Creationism and Evolution both seek truths, but by different means. Scott Hefelfinger, a professor of philosophy at International Theological Institute in Trumau, Austria, discusses in his article that religion has come into existence because of the rift in old and modern science. Not only was religion created as a way to explain our origin, but it also is a combination of philosophy and science between these old and modern eras. He goes on to state that philosophy and science are both linked through religion(132). Science is seeking hypothetical theories through observations. Philosophy seeks to answer problems with reality and existence. Religion combines both to fill the gaps between what philosophy seeks and where science fails. Creationism is the answer that could be used for the alternative viewpoint of Origins compared to Evolution.
The ability to contrast ideas of Evolution and Creationism would allow a person to see what both sides bring to the table, and what both sides lack the ability to explain. The students would be able to reason for themselves and choose the conclusion they see best fit. Arguments and problems are seen in everyday life, especially politics. “In addition to convincing and persuading others, we use arguments to inform, to explore, to make decision, and even to mediate or pray”(Lunsford,Ruszkiewicz, and Walters 6). Teaching students the technique of arguing both sides would hopefully push students to become educated on both topics. Not only that, but they would also be able to look at both sides of a topic without being biased.
Creationism being taught in public schools could benefit us greatly. The hopes of teaching an alternative origin would allow for students to gain experience in conflicting views. From my perspective, this could encourage students to gain a greater understanding of the flaws of both sides and make assertions based upon them. The greatest hope is to have students that would be able to argue with reasoning and logic rather than using “Because I was taught this.” Many Americans are uniformed on current debates raging in politics and hopefully this could benefit the educational systems.
Hefelfinger, Scott G. “Science, Intelligibility, Creation.” Logos: A Journal Of Catholic Thought & Culture 14.2 (2011): 131-148. Academic Search Complete. Web. 29 Sept. 2013.
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s an Argument: With Readings. Boston: Bedford/St. Martin’s, 2013. Print.
Reiss, Michael J. “How Should Creationism And Intelligent Design Be Dealt With In The Classroom?.” Journal Of Philosophy Of Education 45.3 (2011): 399-415. Academic Search Premier. Web. 29 Sept. 2013.