Intelligent Design VS Evolution Emily Bergman Ivy Tech

Intelligent Design VS. Evolution Emily Bergman Ivy Tech Community College

Standard #3: LEARNING ENVIRONMENTS The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Name of Artifact: Current Event Power Point Date: February 13, 2014 Course: EDUC 101: Introduction to Teaching Brief Description: This assignment was to find a controversial current event in education and break down both sides of the topic. I researched the viewpoints people have on teaching Creationism and/or Evolution in the classroom. Then I was to provoke my peer to discuss their knowledge on the topic, and the rights they have along with their students. Rationale: To document my understanding of creating an environment that supports positive social interaction, active engagement in learning, and self-motivation I have selected my Current Event Power Point, because this project showed me that there needs to be a respectful environment and response to different backgrounds and perspectives the students have. It gave me a background on how to treat sensitive topics to enhance the student’s learning and encourage positive social interaction in the classroom. I also had to collaborate with classmates to discuss the rights of the students and teachers, and come to a shared conclusion on what would be best for the students to create a respectful environment.

What’s it all about? �Intelligent Design: � Deliberate design � Attributed to an entity �Evolution: � Began at simple primordial forms � Go through a process of alteration and diversification � All living organisms do this

Court Rulings About the Classroom � Lemon v. Kurtzman � Must have secular purpose � Can neither advance nor inhibit religion � Edwards v. Aguiliard (1987) � Professor of Natural Science: “there is no religious teaching involved in teaching creationism” � Texas Proclamation 66 requires all textbooks to: � Present more than one theory of evolution � Examine alternative scientific evidence and ideas � Present evidence to test, verify, modify, or refute � Judge John E. Jones III in a 1980’s ruling states: � Intelligent Design is not science � Supernatural causation is not scientific � Flawed � Dover School Board � Orders that students be alerted of “gaps” � Supplemental text must be listed � Chapman agrees.

Should all types be taught? �Scientific house divided �Scopes Trial (1925) � Bigotry to teach one theory of origins (creation) � Censorship on evolution �Truth from any source should not be feared �The role of the scientist �The how vs the why

Is it a Science? � True realm of Science: � Observable, testable, and predictable � Creationism is a politic or historic event � ID does hypothesis not testable � ID promotes attributing unknown things to a higher power � No progress with ID

Discussion � “Circumstantial evidence is a very tricky thing. It may seem to point very straight to one thing, but if you shift your own point of view a little, you may find it pointing in an equally uncompromising manner to something entirely different” – Arthur Conan Doyle. � Is evolution/creationism observable, testable, or predictable? … Are either a science then? � What would allowing both in the classroom do for our students? � Would it: � Promote individual and collaborative learning? � Encourage positive social interaction? � Motivate active engagement in learning? � Inspire self-motivation?

References “ 40 Days and 40 Nights: Darwin, Intelligent Design, God, Oxy. Contin, and Other Oddities on Trial in Pennsylvania. ” Education Next 7. 4 (2007): 85+. Opposing Viewpoints in Context. Web. 16 Apr. 2014. Carter, Philip B. “Knowledge and belief. ” American Scientist 95. 3 (2007): 194. Opposing Viewpoints in Context. Web. 16 Apr. 2014. Goodman, Rachel. “Darwin Day. ” Should “Intelligent Design” be taught in schools? Web. 16 Apr. 2014. Robert L. Si monds, Th. D. 1989. Teachers Can Teach Creation Science in the Classroom. Acts & Facts. 18(10).