Evolution essay

UndoingDarwin by Chris Mooney &amp Matthew C. Nisbet

Thisarticle is about the controversy that surrounds the theory ofevolution as proposed by Charles Darwin in 1959 in his book Originof Species.Mooney and Nisbet carefully examine the nature of the controversy bypointing out the source of this controversy and how it is gainingprominence as a result of political opinions and positive mediacoverage. Quoting from across the divide, the two authors attachcredibility to their arguments about the controversy that exist onthe subject of evolution.

Thecritique of Slevin`s article as lacking background information on thetheory of evolution is unfounded. Slevin`s goal was to discredit theintelligent design movement and to him, explaining the history ofDarwin`s theory was not in the scope. Mooney and Nisbet made thepoint argued by Slevin appear unscientific. Michael Getler also feelsthat Slevin`s argument was incomplete by the mere fact it lackedDarwin`s reasoning. This should not be the case as the background ofDarwin`s theory is already known to everyone who has the slightestinterest in it.

Thearticle explains what is at stake by those who stand for the theoryand those against it by relating to court cases involving the twoparties. But court battles only mean that none of the groups haveenough evidence to prove the legitimacy of their argument. The attackon the media for fueling the agenda of intelligent design movement isbiased pro-evolutionists also crave for the same media attention whenthey make new findings. The fact that it is not their interest beingadvanced by the media reports make them question the credibility ofthe press, but scientific arguments are also always never correct. Todo away with the standoff on whether the evolutionary theory shouldbe taught in school or not, curricula can incorporate the intelligentdesign reasoning in the syllabus also. This I feel will allow eachgroup to advance studies in their various domains without unduecriticism from the other group.

Challengesto teaching evolution: What`s ahead? By Jason R. Wiles

Thisarticle explores the challenges posed to the teaching of evolutionaryscience in classrooms by the pro-creationists. The author alsoevaluates the ramifications of these challenges to the future of theAmerican evolution education. The author sets the stage for his paperby stating that the greatest challenge facing teaching of evolutionin the United States lies in the media. Wiles explains that the presshas welcomed the controversy between creationists and evolutionists,but that is just the role of the media to take a neutral stand andinform.

Wilesbelieves that discussions in a classroom of evolution do not in anyway infringe on the religious freedom of students who subscribe tothe theory of creation. But the question arises: why teach them? Theanswer to this question is probably in the series of debates aboutwhich argument is valid. However, there is no point whatsoever intrying to prove a point right. The creationists in the same way asevolutionists have a right to opinions which should not bemisconstrued to mean that one group is an impediment to thepropagation of ideas of the other.

Alludingto various scenarios, the author paints the future of scientificteaching of evolution in schools. The scenarios explained serves notto put out the standoff that exists between the two rivaling groups.The future of education of evolution in schools according to theauthor lies in whether the different pro-creation groups will abandonor continue their attacks on the theory of evolution. However, thisis not the case. The future of teaching of evolution lies in whetherthe two groups will come to a consensus and allow each to exercisetheir freedom of belief and conviction.


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