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ERIC Number: ED510607
Record Type: Non-Journal
Publication Date: 2010-Jul-25
Pages: 8
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: N/A
Should Intelligent Design Be Included in Today's Public School Curriculums?
Costley, Kevin C.; Killins, Pam
Online Submission
The controversial concept of evolution makes up only a small part of the science curriculum stated in Arkansas. During the past few years, the curriculum topic of "Intelligent Design" has caught the attention of many science teachers in the public schools. The Intelligent Design Movement has been successful in attracting the attention of the general public. Intelligent Design is the belief that the origin and complexities of life can be attributed only to the action of a supernatural intelligence; the origin of life cannot be ascribed to natural causes or material mechanisms, such as those described by evolutionary science. Intelligent Design is a theory of biological origins and development. The whole concept of Intelligent Design originated in 2001 by Andrew Johnson (Gross. The chief proponents of Intelligent Design today are Christian fundamentalists and their conservative political organizations. Intelligent design is important to education for several reasons. First, it is a new approach to teaching a framework. Teachers should always be looking for other ways to explore subjects. Presently, the popularity of Intelligent Design is on the rise as a major movement in the United States, generally, and specifically, the science curriculum. It is presently under great scrutiny from historians. Secondly, Intelligent Design can propel the classroom teachers in teaching controversial subjects that make students think on higher levels of thought. Controversy teaches students 1) how to evaluate the truth, 2) how to focus on the topic including more than one viewpoint, 3) to search for some kind of common ground, 4) to define issues and points of disagreement, 5) to develop criteria for standards of reference, and; 6) to explain at least two sides of the issue.
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas; Georgia; Kansas; Pennsylvania; United States