Charles Darwin published his theory of evolution in 1859 (Craig 1), and since then there has been some sort of controversy about how life began. It became a hot topic in the United States in 1925 when Tennessee passed a law making it illegal to “teach any theory that denies the story of Divine Creation of a man as taught in the Bible and to teach instead that a man has descended from a lower order of an animal”(“Evolution vs. Creation” 5). This is questioning the rights to freedom of speech and religion, causing a dystopian topic to arise.
Forty-five percent of adults believe in the biblical version of creation, thirty-nine percent believe that humans evolved over time, but with the help of a divine being, and only ten percent believe in evolution without the help of a divine being (Craig 2). So, why is there a debate? Well, to start, there are a few different versions of creationism that people believe in. Creationism overall is the view that human existence and the universe was created by God in six days. “Young earth” Christian teachings say that the world was created by God, but in a few thousand years which is the middle point between creationism and evolution (Leake 3). Then intelligent design says that the earth is so complex that only God could have made it (Leake 3). Darwin’s theory of evolution states that mankind, over billions of years and by survival of the fittest, has evolved from primates. Since creationism is expressed as a belief, it cannot be falsified, but it cannot be classified as true science (“Evolution vs. Creation” 6). Thus, making the general rule for teaching how the earth began in public schools this: “Evolution must only be taught as a scientific fact. Creationism may not be taught as science under any circumstance” (“Religion in Public Schools” 4).
Public schools are required to teach evolution and teachers are to expect students to study and comprehend this theory (“Religion in Public Schools” 5). This limits teachers’ rights to freedom of speech, because they are required to teach something that they may not all believe in. They are also not allowed to teach the idea of humankind being created by God; they can only present scientific facts (“Religion in Public Schools” 4). This is expressed in the 1980 case, when Arkansas and Louisiana passed laws forcing the teaching of creation versus evolution in schools. The Supreme Court ruled these laws unconstitutional in 1987, because they violated the establishment clause of the First Amendment (“Evolution vs. Creation” 5).
The government has put limitations on the rights of Americans. By forcing teachers to teach the theory of evolution and requiring students to learn it, this has questioned the freedom to speech and religion. Everyone is entitled to their own opinion and it only seems just to make sure all theories are taught. In the United States, people do not use the metric system, but that does not mean it is forbidden to be used. As well as in this case, restricting the materials taught is putting a negative effect on the people. It is also causing extra arguments that the court should not have to deal with. They have plenty of better cases to deal with; this one is wasting time.
The reason the early settlers struggled across the Atlantic Ocean was to find a place where they could believe what they wanted and live how they wanted without being judged by other people or without interference from higher authority. Today, by making this case an issue, the courts have interfered with the rights of the people. By choosing one side, they are forcing people, students, to choose one side, their side. Unfortunately, this has thrown a dystopian problem into this amazing society.
Forty-five percent of adults believe in the biblical version of creation, thirty-nine percent believe that humans evolved over time, but with the help of a divine being, and only ten percent believe in evolution without the help of a divine being (Craig 2). So, why is there a debate? Well, to start, there are a few different versions of creationism that people believe in. Creationism overall is the view that human existence and the universe was created by God in six days. “Young earth” Christian teachings say that the world was created by God, but in a few thousand years which is the middle point between creationism and evolution (Leake 3). Then intelligent design says that the earth is so complex that only God could have made it (Leake 3). Darwin’s theory of evolution states that mankind, over billions of years and by survival of the fittest, has evolved from primates. Since creationism is expressed as a belief, it cannot be falsified, but it cannot be classified as true science (“Evolution vs. Creation” 6). Thus, making the general rule for teaching how the earth began in public schools this: “Evolution must only be taught as a scientific fact. Creationism may not be taught as science under any circumstance” (“Religion in Public Schools” 4).
Public schools are required to teach evolution and teachers are to expect students to study and comprehend this theory (“Religion in Public Schools” 5). This limits teachers’ rights to freedom of speech, because they are required to teach something that they may not all believe in. They are also not allowed to teach the idea of humankind being created by God; they can only present scientific facts (“Religion in Public Schools” 4). This is expressed in the 1980 case, when Arkansas and Louisiana passed laws forcing the teaching of creation versus evolution in schools. The Supreme Court ruled these laws unconstitutional in 1987, because they violated the establishment clause of the First Amendment (“Evolution vs. Creation” 5).
The government has put limitations on the rights of Americans. By forcing teachers to teach the theory of evolution and requiring students to learn it, this has questioned the freedom to speech and religion. Everyone is entitled to their own opinion and it only seems just to make sure all theories are taught. In the United States, people do not use the metric system, but that does not mean it is forbidden to be used. As well as in this case, restricting the materials taught is putting a negative effect on the people. It is also causing extra arguments that the court should not have to deal with. They have plenty of better cases to deal with; this one is wasting time.
The reason the early settlers struggled across the Atlantic Ocean was to find a place where they could believe what they wanted and live how they wanted without being judged by other people or without interference from higher authority. Today, by making this case an issue, the courts have interfered with the rights of the people. By choosing one side, they are forcing people, students, to choose one side, their side. Unfortunately, this has thrown a dystopian problem into this amazing society.
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