Location

University of Nevada, Las Vegas

Start Date

16-4-2011 2:00 PM

End Date

16-4-2011 3:30 PM

Description

Creationism, is the dominant belief held by the public. Evolution, on the other hand, is the competing theory of the mechanisms of creation. The recent dispute among the scientific and political field that has furthermore complicated the question of intelligent design being integrated into the curriculum of public schools is addressed here. We attempt to give both sides of the argument, along with analyzing the components of each theory. Intelligent design advocates are for the idea of accommodating what they have coined “intelligent design” into the classrooms of American schools. The opponents of intelligent design (evolution supporters); however, claim that this is preposterous because intelligent design is not even considered a real science. Science is based on the fact that hypotheses can be tested empirically and proven a number of times before they become theories. According to evolution proponents, intelligent design does not complete such task. Intelligent design supporters believe that even if evolution explained creation of man, there would have to be a creator since humans are complex beings. This and other questions will be covered throughout the poster.

Keywords

Creationism – Study and teaching; Education – Political aspects; Evolution—Study and teaching; Intelligent design (Teleology) – Study and teaching; Science – Curricula; Science – Political aspects

Disciplines

Curriculum and Instruction | Education Policy | Religious Thought, Theology and Philosophy of Religion | Science and Mathematics Education | Social and Philosophical Foundations of Education

Language

English

 
Apr 16th, 2:00 PM Apr 16th, 3:30 PM

Intelligent design and its place in the classroom

University of Nevada, Las Vegas

Creationism, is the dominant belief held by the public. Evolution, on the other hand, is the competing theory of the mechanisms of creation. The recent dispute among the scientific and political field that has furthermore complicated the question of intelligent design being integrated into the curriculum of public schools is addressed here. We attempt to give both sides of the argument, along with analyzing the components of each theory. Intelligent design advocates are for the idea of accommodating what they have coined “intelligent design” into the classrooms of American schools. The opponents of intelligent design (evolution supporters); however, claim that this is preposterous because intelligent design is not even considered a real science. Science is based on the fact that hypotheses can be tested empirically and proven a number of times before they become theories. According to evolution proponents, intelligent design does not complete such task. Intelligent design supporters believe that even if evolution explained creation of man, there would have to be a creator since humans are complex beings. This and other questions will be covered throughout the poster.