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Evolution, Creation and the Full Spectrum, 2007.
This paper discusses the issue of teaching evolution and creationism in schools.
1,329 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
In this article, the writer notes that for decades now the American school system has struggled with whether or not evolution should be taught in schools. The writer explains that the difficulty arises in that this scientific theory of origin appears to be at odds with the Judeo-Christian tradition of creation, and thus many conservative elements feel that it is a direct threat to the faith of their children. The writer points out that many religious scientists have in fact accepted that evolution and Christianity can co-exist, and moreover such a co-existence is the doctrine of the Catholic church at present. The writer concludes that if students receive proper education about the theories of origin, they will be able to understand that it is important to learn how to understand the world through science without devaluing other methods of understanding and the difference between science and faith-based knowledge will be one with which they are comfortable.
From the Paper
"It is against the foundational principles of the American government and its school system to endorse one religion or denomination over another. Christian conservatives have frequently argued that though schools are not supposed to have a sectarian agenda, American schools in the Colonial era did not forbid Bibles or prayers, and that schools could teach ethics, morality, and creationism without embracing a specific denomination. This argument suggests that there is no such thing as value-free education, and that teaching about evolution is the same as teaching a religion of atheism. This argument may seem valid if one believes that there are only two options, creation or evolution. However, once one realizes that different Christian groups embrace evolution and the old age of the earth to differing degrees, it becomes evident that the issue is in fact on of denomination and sect. Do we want to create strictly Protestant schools, in which the Catholic belief that God may have worked through evolution is denied? Or do we want to create strictly Catholic schools by actively teaching children that God worked through evolution and gave special souls to men when they had sufficiently evolved? The idea of providing both ideas with "equal time" reduces the school to a forum for religious and denominational debate."
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Evolution and Creation, 2004.
This paper discusses the topic of ?evolution and creation?, linking this to the contemporary discussion between science and religion, based on book ?Religion and Science: Historical and Contemporary Issues? by Ian Barbour.
2,520 words (approx. 10.1 pages), 4 sources, APA, $ 76.95
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Abstract
This paper relates that Barbour?s book ?Religion and Science: Historical and Contemporary Issues? takes a chronological approach starting with the medieval picture of the Universe as a synthesis between Aristotelian cosmology and Christian theology. The author points out that Barbour argues that nowhere is the divide between religion and science wider than in the debate between biologists and theologians and, in particular, in the debate between evolutionists and creationists, which goes to the very core of the divide between science and religion. The paper relates that evolution is a process of change over time that refers to the formation and development of life on earth. The idea that all living things evolved from simple organisms and changed through the ages to produce millions of species is known as the theory of organic evolution.
From the Paper
"In his book, Barbour discusses the knowledge of historical geology prior to Darwin, and how Cuvier had reconstructed fossilized bones from extinct species, using these reconstructions to point out, to his students, that ?a variety of creatures had been produced by special acts of divine intervention?. Barbour the discusses the work of Hutton, who, through his research on large-scale geological processes, such as volcanoes and sedimentation, had concluded that these processes, acting across geological time, could act to provide different life forms with different habitats, and could also act to destroy life forms at different times to make way for other, new, life forms. Thus, Barbour argues, using Hutton?s work as a prime example, ?the need to reinterpret the Biblical accounts of the creation of living things was apparent to most literate persons long before Darwin?s specific views made this need more acute?."
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Evolution vs. Creationism, 2002.
A look at when Darwin and his ideas of evolution were challenged in court.
2,280 words (approx. 9.1 pages), 10 sources, MLA, $ 70.95
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Abstract
The landmark cases associated with Evolution and Creationism are discussed in this paper, as well as the stance taken by highly recognized scientific bodies of educators. The paper presents a summary of several state and national curriculum standards concerning this topic.
From the Paper
"Controversy concerning Evolution began several centuries before the well known theories of Natural Selection and Survival of the Fittest was published. These theories were presented in 1859, by Charles Darwin, through his book The Origin of Species. Darwin did not propose the concept of evolution, he merely presented his theories of Natural Selection and Survival of the Fittest to gain support as evidences for evolution. Darwin is often thought of in many scientific communities as the father of evolution. This may be because his book, The Origin of Species, was the first published book that was used to support the theory of evolution through Natural Selection. However, Darwin was not the first evolutionary theorist. But his publication did lead to many misconceptions among the uneducated and religious organizations."
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Creationism plus Evolution?, 2005.
This paper discusses if creationism should be taught in the schools alongside evolution.
830 words (approx. 3.3 pages), 3 sources, APA, $ 29.95
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Abstract
This paper explains that the two basic theories about the origin of human life are evolution (or Darwinism) and creationism about which there are conflicting opinions as to which theory is correct and which theory should be taught in schools. Some people feel that creationism and evolution should both be discussed in the classroom and presented as equally valid theories. The author points out that many people feel that it is inappropriate to be teaching creationism in public school classrooms because it is religious doctrine, which is not appropriate under the Constitution of the United States that separates church and state. The paper concludes that both theories should be presented in the classroom as opposing but not necessarily mutually exclusive explanations for the origin of humanity.
From the Paper
"A large percentage of Americans, including many teachers, believe that creationism is a more valid theory than evolution. A study in 1996 found that most American completely reject the idea that evolution is the origin of humans. Another survey conducted in 2000 found that nearly 40 percent of Americans believe that creationism should be taught instead of evolution in the classroom, and many believe that evolution should be outright banned from the classroom. Further studies show that half of all Americans and Canadians do not consider evolution to be a valid scientific concept. Many have not been convinced by the scientific evidence with which they have been presented, and believe that evolution is scientifically unfounded."
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Creationism vs. Evolution: Impact and Meaning., 2002.
A discussion of Creationism vs. Evolution, and the impact and meaning of the two theories in contemporary North American society.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
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Abstract
This ten-page undergraduate paper examines and analyzes the issue of Creationism vs. Evolution, and the impact and meaning of the two theories in contemporary North American society, culture and politics. The discussion includes the Scopes trial and America's continuing debate over science and religion and the impact of each on North American culture today.
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Creationism vs. Evolution, 2005.
This paper discusses the general arguments of creationism and evolution and the way they relate throughout history from the Scopes trial to the present day.
2,725 words (approx. 10.9 pages), 9 sources, MLA, $ 81.95
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Abstract
This paper explains that creationism vs. evolution is a debate about how human beings got to where we are today, whether they were created by an all-powerful deity in the image of itself fairly recently (a few thousand years ago), or whether they evolved as a species from simians through Neanderthals to the present status of homo sapiens over millions and millions of years of natural selection. The author examines that the Scopes trial of the 1920s, which brought up the debate in the U.S. in the context of which explanation of the origin of humans would be taught in public schools. The paper objectively reviews each side of the issue by studying arguments from Darwin and others and then extends the context of the Scopes trial to the present day debate.
From the Paper
"Unlike some Christian faiths which look to Genesis as a scientific text, the Catholic religion is amenable to treating the work as a metaphorical and idiomatic text that does not necessarily exclude evolutionary explanations provided by science, which explanations the religion encourages its members to consider as viable and acceptable without compromising their faith. In this religion, creation is thought of more in terms of the soul than the body, although this does not mean that religious practitioners do not refute the theological ramifications of evolution espoused by some, who tend to think of it as diametrically opposed to both the idea of original sin and the idea of Adam. The Catholic church does not endorse philosophical evolutionism. Thus, one could say that the Catholic religion views evolution as an interesting scientific principle that is something more than a hypothesis but less than a fact, and that accepting evolutionism is not necessarily the same thing as denying creation, which can be seen in religious rather than scientific terms as the formation of the soul rather than the body."
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Creation vs. Evolution, 2002.
A comparison of the two theories of creation and evolution.
2,541 words (approx. 10.2 pages), 9 sources, MLA, $ 77.95
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Abstract
This paper presents a comparison of two theories which explain the beginning of life on earth. The first, explains the writer, is creation theory, whereby God created the universe and everything in a particular order, to show his love. The second theory presented is evolution theory, which takes a scientific approach to the question of creation, hypothesizing that life began with the ?big bang?. The paper explains each theory separately and then compares and contrasts the two.
From the Paper
"The theory of evolution is the opposite of the theory of creation, as it holds that there is no creator, therefore life must have evolved out of matter. Evolution rejects the possibility of divine creation. This theory holds that the world was created when two atmospheres collided, creating life, as we know it. This paper aims to compare and contrast both theories, to determine which is more likely."
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Creationism vs. Evolution, 2006.
A discussion about the controversy surrounding the debate over creationism vs. evolution.
690 words (approx. 2.8 pages), 3 sources, APA, $ 23.95
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Abstract
This paper attempts to discuss, in a non-judging manner, creationism and evolutionary thought. The paper reviews the theory and scientific facts of evolution. Then the paper extrapolates on the creationists' theory of Intelligent Design.
From the Paper
"As humankind continues to move forward into the future, it also searches the past to reveal what the past can teach it in an effort to understand where life-kind as a whole is going. In some cases people..."
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Creation vs. Evolution, 1983.
This paper discusses the merits of two points of veiw regarding the origin and existence of the universe: "Genesis" vs. The Theory of Evolution .
2,475 words (approx. 9.9 pages), 11 sources, $ 87.95
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From the Paper
"The purpose of this research is to examine the merits of two - apparently contradictory and obstinate-points of view regarding the origin and existence of the universe, and the life which is in it; and, with an especial reference to the presence of human life on the planet of our residence.
Due to the nature and complexity of this topic, the researcher can only advance a rather modest presentation at this time. Moreover, the length of the exposition is necessarily abbreviated in order to abide by the prerequisitional limitations imposed. Therefore, the presentation will be confined to comparing the version of Creation found in the Book of Genesis of the Hebrew Pentateuch with the Theory of Evolution, originally propounded by Darwin and Wallace, as it is currently understood by the
scientific community, and without making any other comparisons - ... "
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Creationism versus Evolution, 2008.
A comparison of the evolutionary and creationist paradigms of history.
922 words (approx. 3.7 pages), 2 sources, MLA, $ 32.95
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Abstract
This paper investigates the irreconcilable differences between evolutionary and creationist paradigms. The paper begins by describing the evolutionary paradigm and the creationist paradigm separately. It then contrasts the two views and discusses their differences. The paper concludes by suggesting that the ultimate argument between these two perspectives is a contest of faith versus fact.
From the Paper
"Creationism is a philosophical perspective that intends to keep specific social systems and conventions alive. However, Creationist beliefs display a blatant disregard for acknowledged scientific premises. Their ultimate argument is a contest of faith versus fact, and because of their refusal to incorporate credible evidence into their theories they can not destabilize the normal science of evolution. Even though the prevalence of Christian, Judaic, and Muslim religions might lend some credence to Creationist claims (given that all holy texts confirm the existence of a divine creator), the modern world is driven by evidence, details, and specifics. Their paradigm continues to influence people with unbreakable conviction in fundamental scriptural laws, but the scientific world remains unshaken."
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Carlos Fuentes: The Creation and Re-Creation of Social Reality, 2002.
This paper provides an analysis of the writings of Carlos Fuentes and explores the creation and re-creation of social reality in his works.
2,510 words (approx. 10.0 pages), 7 sources, MLA, $ 76.95
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Abstract
This paper asserts that Fuentes used his writing as an opportunity to create and re-create the social reality of the lives of the people of Mexico as they shaped and continue to influence the development and history of their country. In order to establish this thesis more fully, the following works of Fuentes are examined: "Aura" (1965), "The Buried Mirror: Reflections on Spain and the New World" (1992), and "The Years with Laura Diaz" (2000). Initially, an overview is provided of Fuentes' thoughts on writing and his use of writing in documenting the lives of Mexicans and the history of Mexico, his homeland. This is followed by a discussion of Fuentes' works as each illustrates his efforts to construct and re-construction Mexico?s reality through the lives of her people.
From the Paper
"Through his writing, Fuentes has assumed a commitment for insuring that his readers as well as himself take responsibility for reconceptualizing the manner in which they perceive both the past and present of Mexico. His desire to accomplish this task is clearly documented by Fuentes himself when he provided the following description of the role of Latin America within history: "To restore some kind of tragic consciousness ...to make the United States understand that memory counts--that there is history, and that it does not renew itself every 24 hours when Dan Rather appears on the set" (as cited in Lippard, 1990, p. 6). As is evidenced within this statement, Fuentes presents a challenge to himself as a writer as well as to his readers to recognize that the social construction of reality that may be presented to us in the world around us may not be an accurate representation of reality and history as it truly exists."
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Evolution and Religion, 2005.
An overview of the evolution versus creation debate.
1,818 words (approx. 7.3 pages), 4 sources, APA, $ 58.95
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Abstract
Science and religion have become dominant forces in today?s world, and the battle between these two topics continues to affect many aspects of modern society. Although opinions have changed since the days of Charles Darwin and the time of the famous ?Scope?s Monkey Trial? in Dayton, Tennessee in 1925, science and religion, especially in the area of evolution, continue to seek answers to some very basic questions, such as exactly how life originated on earth and the direction in which life is heading. The paper shows that the fact that scientists and theologians frequently arrive at different answers to these questions does not seem to be the problem; in essence, the true problem lies in the vastly divergent approaches used by each in finding the answers to these seminal questions. The paper shows that, essentially, science utilizes the power of reason and logic in its search for the truth, while religion depends almost wholly upon faith. In addition, science incorporates experimentation and observation, while religion embraces revelation as found in the Holy Bible and other religious doctrines. Thus, the scientist may attempt to explain human origins through progressive evolution, while the religious scholar looks to the creative process described in Genesis. The paper explains that attempting to discover which pathway is correct seems to be the most important aspect of this entire debate, yet it remains unclear whether science or religion will prevail in the end.
From the Paper
"In nature, artificial selection usually involves the best and strongest genes in an organism that are then used to maintain growth and control to the most extreme. These selections always act upon the whole organism and not just a single gene, and all desirable features and any potentially unwanted features are balanced by the process of selection. As a result, artificial selection influences all of an organism?s genes and makes them work together to produce the various physical features of an animal or a plant. When artificial selection is thwarted by what is known as a mutation, being a radical and often quick alteration in an organism?s general appearance or function, it may take many generations for this mutation to alter the entire population."
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Evolution, 2002.
A comprehensive analysis of the theory of evolution, belief in evolution, and its effect on student behavior.
2,716 words (approx. 10.9 pages), 17 sources, MLA, $ 81.95
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Abstract
This paper discusses the impact of believing in evolution, on the behavior of students by describing both the evolutionary theory and its various effects. The paper presents the considerable debates on the issues of evolution and creationism. The writer claims that evolution is usually held responsible for inducing immorality among its followers.
Introduction
Evolution or Creation
Evolution and Ethics
Evolution and Morality
Evolution and the Value of Human Life
Co-Existence of Evolution and Religion/Morality
Belief in Evolution and Behavior of a Student
References
From the Paper
"The theory of evolution that man is just another animal in the line of living forms, attaches the same value to a man?s life as the value that is attached to an animal. As a result, in presence of evolutionary claims, there is no rule that could regard a man?s life as more important than an animal?s and therefore worth treating any differently. Such a belief tends to lead, inevitably to unethical code of conduct. For instance, in January, 1973, the United States Supreme Court, in a 7-to-2 vote, decided that the human embryo growing within the human womb cannot be defined as ?human? and as a result, it can be subjected to any kind of maltreatment. According to Darwin, an evolutionist, since the weaker members of society are unfit and, by the laws of nature, cannot survive, a baby growing in the womb cannot survive either unless helped by a stronger being. Unless the mother, a stronger being, is bound by a moral code, she will not help a baby grow. This will, in the long run, inevitably lead to extinction of human race."
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Theory of Evolution, 2002.
This paper discusses Darwin's theory of evolution.
1,400 words (approx. 5.6 pages), 4 sources, $ 53.95
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Abstract
This paper explains that Darwin's theory of evolution rejected the notion of Creation and argued that species evolved on their own and were mutable by their very nature. The author argues that while the theory of natural selection is valid, Darwin might have gone too far in dismissing the existence of God. The paper states that evolution and Creationism are not necessarily mutually exclusive.
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Stephen Gould's "Rocks of Ages": A View of Evolution, 2001.
A review and analysis of the book and an examination of the major themes.
1,442 words (approx. 5.8 pages), 2 sources, $ 47.95
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Abstract
This paper is a review of the Stephen Gould's book "Rocks of Ages". The author examines the themes of religion, science, evolution and creationism in the book and how they overlap and provides a personal account and criticism of the book.
From the Paper
"Rocks of Ages has one simple theme throughout its entirety, Gould?s idea of NOMA. NOMA is an acronym for non-overlapping magisteria. Non-overlapping magisteria can be explained as science and religion being two separate and complementary ideas and ways of explaining different areas of life (Gould 6). As the author states late in his work,? And the chief theme of this book provides the common currency of agreement?NOMA, and the call for respectful and supportive dialogue between two distinct magisteria (148).? Simply stated the theme encompasses the fact that the science magisterium deals with the facts of nature, and the religious magisterium is based on a need to find meaning within our lives and to find reasons and moral bases for our actions, and that each magisterium should remain separate from the other."
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