"God created the universe to look old." This is just one argument of just one creationism theory. Evolutionism is not the only theory of how the earth and every living being were created. People who believe in a supernatural "higher being" involved into the development of life claim that creationism is a science too. But if God created the universe to look old, though the Bible is an unquestioned truth: Is God a deceiver?
US creationists usually support a literal interpretation of the Bible, although even the Vatican itself claimed that the evolution theory by Darwin is compatible with the history of creation written in the Bible. (Pope Benedict XVI., 2007)
The following text will focus on the discussion between creationists and evolutionists in the USA. The two most common theories in the USA are "Scientific Creationism" and "Intelligent Design Creationism". The dossier will cover the position of the creationists in respect of the US education system, their involvement in political decisions and the "Institute of Creation Research". As the theory of creationism is found not only in devout regions of the USA but worldwide, the paper will also give a comparison of the situation in the USA and Europe.
Table of Contents
1. Introduction – By the hand of God?
2. Creationism vs. Evolutionism
2.1. What is "Intelligent Design (ID)"?
2.2. Definition of "Creation Science"
2.3. Difference between Evolutionism and Darwinism
2.4. Graph "Creationism vs. Evolutionism"
3. Creationism in the USA
3.1. Acceptance of Evolution
3.2. Creationism and politics
3.2.1. The Kansas case
3.3. Institute of Creation Research
3.3.1. History
3.3.2. Philosophy
4. Europe and "Creation Science"
4.1. Creationism in Europe
4.2. Position of the European Council
5. Conclusion – "And on the seventh day…"
Objectives and Core Topics
This paper examines the ongoing ideological and political conflict between creationism and evolutionary science, with a specific focus on the situation in the United States compared to Europe. The central research question explores how creationist groups attempt to influence science education and how institutional and legal bodies respond to these efforts.
- The theoretical distinctions between Intelligent Design, Creation Science, and Darwinism.
- Political lobbying and legal disputes regarding school curricula in the United States.
- The institutional role and influence of organizations like the Institute of Creation Research.
- European perspectives and the official stance of the Council of Europe regarding creationism in schools.
Excerpt from the Book
3.2. Creationism and politics
In the second half of the 20th century, creationists declared their ideology a science. This was the only possibility to get the theories of creationism into school classes – the US nation supports a strict separation of state and church.
Although an adaption of curricula for the benefit of any religion is prohibited due to the US constitution, until 1980 there were not only draft bills concerning pro-creationism in ten federal states, but also heavy intrusions on communal level, on local supervisory school authority, censuring in libraries and attempts to influence the design of school books. (Huber, 2006)
Any pro-creationism law which got signed by governors in the 1980's was repealed with hindsight though: In 1987 the US Supreme Court declared Louisiana's "Creation Act" of 1980 as unconstitutional on the grounds that "creation science" is a matter of religion and not of science. (Huber, 2006)
Summary of Chapters
1. Introduction – By the hand of God?: Provides an overview of the debate between creationism and evolution, setting the stage for analyzing their societal impact.
2. Creationism vs. Evolutionism: Defines key concepts such as Intelligent Design and Creation Science while contrasting them with Darwinian evolutionary theory.
3. Creationism in the USA: Analyzes the acceptance of evolution in the U.S., political influence on education, and the activities of the Institute of Creation Research.
4. Europe and "Creation Science": Examines attempts to introduce creationist ideas in European schools and the subsequent rejection by the Council of Europe.
5. Conclusion – "And on the seventh day…": Summarizes the enduring tension between these belief systems and reflects on the challenges of maintaining scientific standards in education.
Keywords
Creationism, Evolution, Intelligent Design, Darwinism, Science Education, USA, Europe, Council of Europe, Institute of Creation Research, Kansas Case, Religion, School Curriculum, Secularism, Fundamentalism, Science Policy
Frequently Asked Questions
What is the fundamental subject of this academic paper?
The paper focuses on the historical and modern conflict between creationist ideologies and scientific evolutionary theory, specifically evaluating their presence and influence within the educational systems of the United States and Europe.
What are the central themes discussed in this work?
Key themes include the definition of various creationist theories, the intersection of religion and politics, the constitutional separation of state and church, and the global efforts of creationists to reform science curricula.
What is the primary objective of this research?
The primary goal is to investigate how creationist movements attempt to gain scientific legitimacy for their beliefs and to analyze the counter-responses from educational and political institutions.
Which scientific methodology is used throughout the study?
The paper employs a comparative analysis approach, drawing upon existing academic literature, legal case studies, and official reports from international bodies like the Council of Europe.
What is primarily covered in the main section of the paper?
The main section details the distinctions between Intelligent Design and Creation Science, documents specific political cases in the U.S. such as the Kansas school board vote, and compares these developments with European reactions.
Which keywords best characterize this work?
The paper is best defined by terms such as Creationism, Evolution, Intelligent Design, Science Education, and the legal battle over secular curricula.
What was the outcome of the Kansas case mentioned in the text?
In February 2007, the Kansas state board of education voted to reject challenges to evolutionary theory, effectively protecting the teaching of science as a search for rational explanations.
What is the significance of the Institute of Creation Research?
It is highlighted as a prominent organization that holds official authentication in California and exerts significant influence on American mass media and educational materials.
How does the Council of Europe view the teaching of creationism in schools?
The Council of Europe officially opposes the teaching of creationist views in science classes, viewing them as scientifically invalid and potentially dangerous to the standard of modern education.
- Citation du texte
- Melanie Buchmayr (Auteur), 2007, By the hand of God? , Munich, GRIN Verlag, https://www.grin.com/document/148162
