Creationism and Evolution are two strong theories that have been subjected to constant debating and criticism. They are two strong ideas with an abundance of evidence to prove their reliability. At school, students must be taught different facts disregarding ideas that educators may agree or disagree. Teaching creationism and evolution from scientific prospective would expand the scope of information that students learn. For instance, in solving a math problem, students would be able to learn both Creationism and Evolution, and choose the theory they believe to be just. In the United States, the value of furthering the education of young students as a way of broadening their vision of different theories has been always discussed. The theory of evolution offers a groundbreaking and definitive view of the extraordinary impact that the evolutionary process has had on our understanding of the surrounding world. According to “Intelligent Design Network” (2005), the purpose of teaching the origins of science can be defined as explaining the origin of the Universe and life in it along with its diversity and scientific controversy. An ambiguous nature of Origins Science causes the need to evaluate it from the point of view of scientific objectivity whereas Materialistic and Teleological appear to be irrelevant. As educational establishments which support Origins Science provide students with knowledge regarding life origin, the main principles of their work should be objectiveness and impartiality. Sadly, a number of educational establishments tend to favor only a few theories of life origin, and evolution is not among them. For example, Orthodox educational establishments insist on creationism, and, thus, they contradict the principle of neutrality adopted by the government for regulating educational matters (“Intelligent Design Network”, 2005). Understanding evolution is important to meet the twenty-first century innovative challenges. The need is great to provide our next generation with sufficient knowledge to provide them with the necessary skills for finding new ways of treatment of diseases caused by viruses, bacteria, and the other deadly infections (Noll, 2007). To understand the mechanism of developing infectious diseases, children have to acquire knowledge on evolution. Unfortunately, the debate around teaching evolution in public schools remains heated due to insisting by certain people in society on the fact that religious doctrines, which are said to be true to science, should be a part of a school curriculum instead.
It is opportune time for us as educators to defend the theory of evolution. We can start by explaining to our children why it is important for us to know the theory of evolution In my opinion, most parents want their children to do well in school, and receive good grades to enter a college. There is an opinion in the educational world that most of these young learners will attend universities where evolution is taught upfront without apology. Despite individual choices, we as educators must stand for what we believe to be right and just. After reading many Dr Montessori’s books about her theory, I have no doubt that this genius has recognized the fact that the universe contains all of the answers to the eternal questions asked by curious children. She insists on the need of providing children with an understanding of the Universe and the cosmos because they need to know how it came into existence, how life appeared including plants and animals, and humans (“The Five Great Lessons”, n. d.).
As a final point, I highly recommend the teaching of evolution as a necessity discipline to our children. Cosmic education does not mean just a new way of thinking about teaching geography, history, music, biology, language, or mathematics. Rather, cosmic education has to be thought as the way in which we relate the child to the universe and to humanity so that he or she would be able to understand the law and order being the foundation of everything that exists.
References
Intelligent Design Network. Seeking objectivity in origins science. (2005). Web.
Noll, J. W. (2007). Ethical Guide. Web.
The Five Great Lessons by Barbara Dubinsky. (n. d.). Web.