The Issue of Teaching Creationism in Public Schools Essay

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The Issue of Teaching Creationism in Public Schools

Introduction

The issue of teaching creationism in the public schools has long been debated. Over the years, many different arguments have been made. First, creationists tried to have the teaching of evolution outlawed. This issue went to the Supreme Court in 1968, where in Epperson v. Arkansas the high court ruled against banning the teaching of evolution. Soon after this decision, creationists began to call for 'equal time', or the equal treatment of creation theory and evolution theory. When this attempt also failed, creationists turned to 'creation science' (Grunes 465). Today, the major argument for teaching creationism in public schools is that it is a scientific theory.
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This statement causes one to consider if the Bible is a scientific book. Many creationists would agree that the Bible is the inspired Word of God, and not a scientific book. Yet, creation scientists want us to believe that the Bible is scientific.

The Law

By comparing creation science to evolution, creation scientists attempt to logically show creation is a science. They draw parallels that attempt to put creation science at the same level as evolution. The definitions of creation science and evolution science in the Arkansas law demonstrate this attempted parallel. The law states, "Creation-science means the scientific evidences for creation and inferences from those scientific evidences." "Evolution-science means the scientific evidences for evolution and inferences from those scientific evidences" (Ruse 292-93).

Bad Science?

There are also those who believe creationism should not be taught because it is bad science. Scientists who have studied the claims of scientific creationism state that it "misstates evolutionary theory, presents erroneous data, and reveals a gross misunderstanding of the nature of science" (Scott 10). For example, creation scientists often use quotes that look as if to challenge evolution, but they are often taken out of context and these quotes from scientific literature actually are questioning the 'how' of evolution (Ruse 289). In Scientific

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