School Conflict Case Study
CARD 6626 Case Study
Marla McGhee
Nova University
CARD 6626 Case Study
Part A
This case study examines the conflict over whether public schools in the United States of America should teach biology from the viewpoint of evolution or of creation, according to the Christian Bible. Although this battle has raged for several decades, it is still an emotionally charged, often-debated issue. Through research on this subject, one finds the term “intelligent design,” and while this initially sounds like there may be a third contingency in this debate, upon closer examination, one finds that “intelligent design” is tantamount to creationism. Likewise one finds the term “environmental creationism,” which is also a pseudonym for creationism.
Those who believe in evolution contend that their view is the result of scientifically verifiable non-biased information. Those who believe in creationism contend that the Christian Bible is a book written through divine inspiration and therefore, whatever is written in the Bible is the ultimate authority. Basically the evolutionists believe they are correct because their information can be proven scientifically, while the creationists believe that their information is from an infallible source that is more certain than the evolutionists’ scientific data.
Since public schools are supported by public taxes, some believe that church and state must be kept separate. This is supported by the fact that, “the federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state (Lac, Hemovich, & Himelfarb, 2010, p. 253). Yet, it is also believed that the preferences of the local citizenry should be consulted in deciding which theory or theories should be taught in public school biology. Currently local school boards actually seem to hold sway over what type of orientation their local schools will use in biology. Even when
Marla McGhee
Nova University
CARD 6626 Case Study
Part A
This case study examines the conflict over whether public schools in the United States of America should teach biology from the viewpoint of evolution or of creation, according to the Christian Bible. Although this battle has raged for several decades, it is still an emotionally charged, often-debated issue. Through research on this subject, one finds the term “intelligent design,” and while this initially sounds like there may be a third contingency in this debate, upon closer examination, one finds that “intelligent design” is tantamount to creationism. Likewise one finds the term “environmental creationism,” which is also a pseudonym for creationism.
Those who believe in evolution contend that their view is the result of scientifically verifiable non-biased information. Those who believe in creationism contend that the Christian Bible is a book written through divine inspiration and therefore, whatever is written in the Bible is the ultimate authority. Basically the evolutionists believe they are correct because their information can be proven scientifically, while the creationists believe that their information is from an infallible source that is more certain than the evolutionists’ scientific data.
Since public schools are supported by public taxes, some believe that church and state must be kept separate. This is supported by the fact that, “the federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state (Lac, Hemovich, & Himelfarb, 2010, p. 253). Yet, it is also believed that the preferences of the local citizenry should be consulted in deciding which theory or theories should be taught in public school biology. Currently local school boards actually seem to hold sway over what type of orientation their local schools will use in biology. Even when